Special Education

EDUG 510. Personal Wellness. 3 Credits.

A study of the diversified nature of health as it relates to everyday living by examining vital health areas and issues relevant to the concerns of the student. Identification and reporting of suspected child abuse and maltreatment; instructing students in preventing child abduction and abuse of alcohol, tobacco, and other drugs; and providing safety education including instruction in fire and arson prevention. Satisfies the requirement for S.A.V.E. and Child abuse Recognition and Reporting (Dual M.S. Ed).

EDUG 700. Lasallian Educational Practice and Philosophy. 3 Credits.

An examination of the life and educational contributions of John Baptist de La Salle. The course will examine "The Catholic School" and specifically "The Lasallian School." Pedagogy, curriculum, spirituality, social action and the training of new teachers will be discussed.

EDUG 703. Practicum Continuation. 0 Credits.

This course is for students completing a practicum.

EDUG 713. Methods of Educational and Psychological Research. 3 Credits.

Students learn a variety of common research designs in Education and Psychology, develop the ability to evaluate primary research, and design a research project. Research designs covered include experimental, causal-comparative, correlational, and qualitative, and their applications to needs assessment, program evaluation, outcomes research, and action research. Students use their knowledge of research designs to evaluate literature related to their research topic and complete the introduction, literature review, and methods sections for their research projects. The research topic must be related to the student's specific program and approved by the course professor.

EDUG 723. Life Span Development. 3 Credits.

Comprehensive review of major theories of human development from the pre-natal period through senescence. Critical tasks and aspects of growth for each period will be explored. Particular emphasis will be placed on cognitive and psychosocial development and how children, adolescents, and adults are affected differentially by various learning and emotional disabilities. Focus will also center on the link between research and practice of counseling and special education including multicultural research, research satisfies the requirement for S.A.V.E. and child abuse training.

EDUG 730. Curriculum,Strategies & Technology for the At Risk, English Language Learner (ELL) and Disabled. 3 Credits.

A practimum to improve school success of at risk, ELL and disabled students within the inclusionary setting. Review of Common Core Learning standards in ELA and mathematics, NYS Content and Performance Standards for Social Studies and Language Arts; emphasis on teaching strategies; differentiated instruction: modification of curriculum materials; application of instructional technology; a curriculum based project is required. Permission of the Director of Special Education required.

EDUG 731. Counseling the At Risk, Disabled Student and Family. 3 Credits.

Overview of trends and legal rights of the disabled; implication for counseling with regard to the special vocational, educational, social and emotional needs of the disabled; survey of programs, agencies, and services for the disabled.

EDUG 733. Approaches to Education for Diverse Learners. 3 Credits.

Introduction to cultural diversity and equity issues through examination of race, ethnicity, social class, gender, disabilities and sexual orientation, and their impact on curriculum and classroom instruction. Best practices and multicultural materials explored for teaching diverse learners. Fieldwork included.

EDUG 737. Staff Development. 3 Credits.

Concepts, theories, principles of adult learning for application to school based professional development; design and evaluation of new and existing staff development programs; use of staff development programs for team building, succession planning and collaboration; emphasis on school wide technological integration for effective standards based teaching and learning that helps students meet state standards. Developing and enhancing visionary instructional leadership by infusing instructional technology. Designed for school and district administrators, staff developers, counselors, general and special education teachers and professionals from other fields.

EDUG 745. Curriculum Development and Adaptation. 3 Credits.

EDUG 745. Curriculum Development and Adaptation. This is the REQUIRED Curriculum course for the Master degree or Advanced Certificate programs in School Building Leadership. The course can also be used for Professional Development and toward CTLE hours to maintain certification. Participants consider principles, trends, and techniques of curriculum planning for early childhood through secondary schools; adaptation of curriculum to differentiate instruction, address equity issues for diverse schools and students, and address special needs including gifted and talented, those for whom English is a new language; the role of the teacher, district, local supervisor, instructional designer, and principal in meeting state curriculum standards and adapting curriculum for effective instructional delivery; providing instructional leadership including appropriate application of technology enhancements. Emphasis on standards based teaching and learning that assists students to meet state standards. 15 - 20 hours of course related leadership activities required.

EDUG 750. Principles and Practices of Reading for the At Risk, English Language Learner (ELL) and Disabled. 3 Credits.

Psychological principles of learning underlying reading instruction for diverse students (English Language Learners [ELL], disabled and gifted); methods of instruction and classroom organization for general, special education, and ELL students; materials, testing procedures, differentiated instructional strategies and computer applications in reading instruction. Three credits.

EDUG 753. Teaching Reading in Content Areas for Diverse Learners (K-12). 3 Credits.

Techniques for integrating reading and thinking skills into differentiated instruction in English, Social Studies, Science and Mathematics for diverse learners in grades K-12. Focus on the Next Generation Standards in ELA and Mathematics, NYS Content and Performance Standards for Social Studies and Language Arts. Includes formal and informal assessment of vocabulary, comprehension, and study skills.

EDUG 754. Approaches to Teaching Literature for Diverse Learners (K-12). 3 Credits.

Exploration and examination of literature, including the interrelationship of dramatization, storytelling, speaking, reading, and writing aligned with Next Generation Standards for ELA. Study of authors and illustrators. Students practice differentiating instruction and strategies for integrating literature into curriculum areas such as Social Studies, Science and Math for diverse learners.

EDUG 756. Organization, Administration and Supervision of Reading Programs. 3 Credits.

Organizational and supervisory practices for all levels of reading instruction and literacy. Examination of: procedures for conducting a needs assessment of the school reading program; supervision of reading teachers; organization and implementation of a staff development program; development of funded programs; evaluation of reading instructional materials; training and supervision of paraprofessionals and other auxiliary personnel; computer applications that assist ENL and ELL learners and those with diverse or special learning needs in reading. This course is suitable as an elective for aspiring and practicing educational leaders at the school and district level and for CTLE hours.

EDUG 757. Organization, Administration and Supervision of Math, Science, and Technology Programs. 3 Credits.

Theory and practice of administration and supervision of Mathematics and Science instruction in elementary and secondary schools emphasizing on hands-on, multisensory, problem-based, project-based, maker space type learning experiences that integrate technology, math, science, and engineering topics to help students meet Next Generation Science standards that incorporate STEM at all levels. Participants will consider developmentally appropriate practice related to mathematics and science learning, especially in young children, those with special needs, ENLs and ELLs; effective practices related to the selection, training, and supervision of personnel; integration of lifelong learning and use of current developments in Mathematics and Science related to careers, economy, and environment; state and national curriculum standards for elementary, middle, and secondary schools. This course is suitable as an elective for special educators, academic counselors, curriculum area specialists, staff developers, department chairs, leaders at the school and district level, and for CTLE hours.

EDUG 760. Mentoring. 3 Credits.

Theories, principles, concepts and practice related to direction and supervision of student teachers, new and experienced professionals for mentors and principals; principles of adult learning; collaboration and team planning for a productive educational environment; use of technology for monitoring and assessing student progress; application of diverse instructional strategies; interdisciplinary teaching; succession planning. Collaboration of elementary, middle/secondary school and college faculty for effective teaching and learning. Use of technology for meeting learning standards. Course related leadership experience required.

EDUG 766. Literacy Instruction for Diverse Learners Literacy Instruction for Diverse Learners. 3 Credits.

Study of the physiological, psychological, and emotional development of exceptional students in relation to listening, speaking, reading and writing achievement; Common Core Learning Standards in ELA; techniques of diagnostic evaluation; differentiated instruction; modifications of curriculum and methods of teaching reading and communication skills to students - ELL, disabled, as well as gifted. Three credits.

EDUG 768. Integrated Curriculum: Math, Science & Technology I for the At Risk, ELL and Disabled Student K-8. 3 Credits.

Examination of Science, Math and Technology curriculum based upon the Common Core Learning Standards for Math and the NYS Content and Performance Standards for Science and frameworks for grades K-8. Focus on constructivism and inquiry based problem solving. Review of N.Y.S. assessments, alternative assessments and curriculum adaptations for the disabled. Overview of current research in the field. Focus on, methods, materials, questioning techniques and best practices based upon the inquiry approach. Opportunities for hands on experience with materials and software and use of cooperative learning strategies to explore concepts.

EDUG 773. Communication Skills for the Learning Disabled. 3 Credits.

Identification, diagnosis and etiology of specific learning disabilities; legislative trends; services; overview of methods employed in the remediation of communication problems; emphasis on differentiated instructional practices that can be used in the special education or inclusive setting.

EDUG 775. Mathematics Instruction for At Risk, English Language Learner (ELL) and Disabled (Grades K-8). 3 Credits.

Review of the Common Core Learning Standards for Math and curriculum K-8 and current and research. Emphasis on problem solving skills and curriculum integration; methods, materials and instructional technology appropriate for the At Risk, ELL and disabled student. Opportunity for hands-on experience, use of cooperative learning strategies and technology applications to explore concepts.

EDUG 776. Science Instruction for the At Risk, English Language Learner [ELL] and Disabled. 3 Credits.

Examination of the New Generation of New York State Learning Standards in Science and core curriculum K-8; interpretation of the Elementary Science Program Evaluation Test (ESPET). Examination of inquiry and problem solving skills; curriculum integration; and methods, materials and technology appropriate for the at risk, ELL and disabled student. Opportunity for hands-on experience with materials. Three Credits.

EDUG 778. Nature and Needs of the Exceptional Individual. 3 Credits.

Overview of the historical social and legal foundations of Special Education. Survey of the nature and needs of students with intellectual disabilities, emotional/behavioral disorders, autism, physical disabilities, and gifted students; curriculum, methodology, assistive technology. Introduction to agencies, programs, facilities and employment opportunities which support the disabled individual and family. Minimum of 25 hours of observation/field work in schools serving the disabled and their families. Satisfies the requirement for Autism. Three credits.

EDUG 779. Ind Sty:Inst Tech AtRisk&Disab. 3 Credits.

Designed to allow the student with background and experience with instructional technology to pursue an area of interest. An overview and outline of the proposed project is required prior to registration. Permission of Director of Special Education.

EDUG 781. Management Techniques and Curriculum for the At Risk, English Language Learner [ELL] & Behave Disord. 3 Credits.

Study of models for the management of teaching and learning of the At Risk ELL and the behaviorally disordered student; review of informal assessment techniques; emphasis on planning and management of teaching and learning; methods for developing positive social skills and DASA. Examination of support services in the school and community which strengthens family partnerships. Curriculum issues for students in inclusive or special education settings explored. Minimum of 25 hours of observation/fieldwork. Meets the three hour in person requirement for DASA. Students must complete and pass DASA online program to meet the additional three hours. Three Credits.

EDUG 782. Psychology and Education of Students with Intellectual Disabilities. 3 Credits.

Analysis of biological, psychological, and social factors associated with intellectual disabilities; etiology, definition, and classification treated; problems in differential diagnosis explored; and emphasis on exemplary programs and curriculum, methods and materials for the intellectually disabled. Three credits.

EDUG 783. Technological Applications for the At Risk and Disabled. 3 Credits.

Examination of the use of technology in the general, special education and inclusive classroom. Experiences will include: development of websites and e-portfolios, accessing educational database sites; the use of software across the curriculum; development and implementation of curriculum based projects using technology. Opportunities for hands-on experience with instructional software.

EDUG 785. Life Science for At Risk, English Language Learner (ELL) and Disabled Student (Grades K-8). 3 Credits.

This course will review the basic concepts of Life Science as aligned with NYS standards and curriculum K-8. Emphasis on inquiry, problem-solving skills, and differentiation of content. Examination of scientifically validated methods and materials, hands-on activities and cooperative learning strategies for students in special education or inclusive setting.

EDUG 787. Psycho-Educational Assessment for the At Risk, English Language Learner [ELL] and Disabled Student. 3 Credits.

Formal and informal techniques for assessing academic skills applicable to the at risk, ELL and disabled student; observational and interviewing procedures; inventories, rating scales, standardized tests; and instruments assessing language arts and math. Students must demonstrate competence in selection, administration, scoring and interpretation of psycho-educational tests, and conferencing. Opportunity for hands on experience with data analysis. Course conducted in the Manhattan University Learning Center or field site. Minimum of 12 hours of supervised clinic/fieldwork. Three Credits.

EDUG 789. Methods of Teaching the At Risk, English Language Learner [ELL] and Disabled Student (Grades K-8). 3 Credits.

Examination of NYS Next Generation Standards in ELA and Math, NYS Content and Performance Standards in Science and Social Studies, curriculum, methods, and materials applicable to the at-risk students, English Language Learners (ELLs) and students with exceptionalities in grades K-12. Emphasis on the modification of materials and strategies for instruction in general, special education, and inclusive classrooms. Students must demonstrate competence in the writing and implementation of an individual educational plan (IEP) and conferencing skills. Fieldwork experience.

EDUG 791. Independent Study in Special Education. 3 Credits.

Independent project in area of Special Education conducted under the guidance of faculty member. Student must submit outline of proposed study prior to registration. Permission of the Director of Special Education Program required.

EDUG 798. The Education of the Gifted. 3 Credits.

Evaluation of the research in identifying and teaching the gifted; examination of model programs in language, mathematics and science; and study of program implementation.

EDUG 799. Administration and Supervision of Special Education Programs. 3 Credits.

Theory and practice of special education administration and supervision; review of legislation and regulations regarding Committee on Special Education, Individualized Education Program, inclusion and placement; effective practices related to supervision of teachers; and staff policies, records reports, pupil personnel, instructional programs. Statisfies the requirement for Child Abuse and S.A.V.E. legislation.

EDUG 802. Foundations, Theory and Practice of Bilingual General and Special Education. 3 Credits.

This course examines the basic foundations, theories and practices related to bilingual education including the historical, political and legal foundations. Theories, literature and research related to multicultural practices as educators and /or counselors will be explored.

EDUG 804. Multimedia in Educational Settings. 3 Credits.

Use, design, and production of digital tools for formal instruction and professional development; issues of digital tool design and implementation including knowledge representation and interaction models that promote visual learning and awareness of social media and gaming as elements in the design of learning. Participants will engage in a digital tool development process and assess effectiveness of such tools. (Field work required for those seeking NYS certification).

EDUG 805. Integrated Learning: Social Studies & Language Arts Instruction for Diverse Learners. 3 Credits.

An examination of research-based theory and practice of teaching American History, Civics and Geography, integrated with the development of literacy skills and exploration of literary genres for students who are ELL, at-risk and in special education. Curriculum based upon the NYS Content and Performance Standards in the areas of Social Studies, and Next Generation ELA. Learning presented using a constructivist approach. Best practices in differentiated instruction and varied learning strategies in a culturally responsive framework.

EDUG 806. Inclusive Practices. 3 Credits.

Examination of: research and legislation; different models; effective practices of collaboration, team building, management, grouping, instruction; adaptation of materials and differentiated instruction to facilitate learning for the disabled student.

EDUG 809. Organization, Administration and Supervision of Physical Education Programs. 3 Credits.

Theory and practice of administration and supervision of physical education instruction for general and special education students in elementary and secondary school; review of physical education legislation and requirements; discussion of developmentally appropriate practice; effective practices related to the selection, training, and supervision of personnel; integration of lifelong learning and practice of healthful behavior including nutrition and exercise. Participants will consider policies, record keeping, reporting, instructional strategies, materials, and programs. Satisfies the requirement for Child Abuse Recognition and Reporting. This course is suitable as an elective for special educators, academic counselors, physical educators, staff developers, department chairs, leaders at the school and district level, for professional development and for CTLE hours.

EDUG 810. Bilingual and Multicultural Assessment of Linguistically and Culturally Diverse Students. 3 Credits.

This course focuses on the development of competencies in multidisciplinary assessment of linguistically and culturally diverse students, with a specific emphasis on general and special education with limited English proficiency (LEP). Includes exploration of the relationship between the linguistic and cultural influences of major racial and/or ethnic groups and their communication patterns. Formal and informal assessment of behavioral functioning is included.

EDUG 811. Brain Compatible Learning for the At Risk and Disabled Student. 3 Credits.

Overview of brain development research and theory; impact on learning; and application to classroom instruction for the at risk, ELL, and disabled student. Opportunity for hands-on experience with materials and methods of brain compatible instruction. Three credits.

EDUG 813. Curriculum, Methods, and Materials in Core Subjects for Billingual, General, & Special Education. 3 Credits.

Focus on instructional methods, material and strategies for teaching standards based Social Studies, Language Arts, Math and Science for English Language Learners in General, Special Education, Bilingual and Teaching English as a Second Language (TESOL) settings. Emphasis on the use of subject matter content for improving second language acquisition. Exploration of instructional practices that meet the developmental and educational needs of the English Language Learner (ELL). Attention to cross cultural learning style that impacts instruction with emphasis given to differentiating and adapting instruction to meet educational and linguistic characteristics of bilingual general and special education students. (10 hours of observation in a bilingual/TESOL general or special education setting.) Three credits.

EDUG 814. Curriculum, Assessment & Methods of Teaching Heritage Students of World Languages in General & SPED. 3 Credits.

Exploration of methods, material, and assessment for teaching Language Arts using students’ cultural heritage and English. Examination of strategies incorporating listening, speaking, reading, and writing to facilitate the transition to English. Commercial and student made materials and assessment instruments explored. Attention to cross-cultural learning style that impacts instruction with emphasis given to differentiating and adapting instruction to meet educational and linguistic characteristics of the bilingual and/or bicultural English Language Learner in general and/or special education. Fieldwork experience.

EDUG 815. Curriculum, Assessment and Methods of Teaching English as a Second Language in Gen and Spe Ed. 3 Credits.

Examination of instructional practices to enhance the acquisition of English Language Proficiency focusing on listening, speaking, reading and writing to meet ESL and Next Generation Standards in ELA. A variety of materials are explored. Focus on informal and formal assessment instruments. Attention to cross teaching that includes differentiating and adapting instruction to meet educational and linguistic characteristics of bilingual, general and special education students. Field experience in an appropriate general education, special education, TESOL or bilingual setting.

EDUG 822. Differentiated instruction for At Risk, English Language Learner (ELL) and Disabled (Grades K-8). 3 Credits.

Review of the Common Core Learning Standards in ELA and Mathematics, NYS Content and Performance Standards in Science and Social Studies and sequence of curriculum for grades K-8. Techniques for adapting curriculum to meet the needs of the at risk, ELL and disabled student; strategies for bridging the gap between curriculum and methodology in special education and general education; and use of technology as a tool for learning and teaching. Strategies for grouping and individualization. Fundamentals of lesson planning stressing differentiated instructional practices. Provision for hands-on experience with materials and software.

EDUG 823. Theory and Practice in Early Childhood Schools for At Risk Disabled Student. 3 Credits.

Emphasis on research and theory relevant to the physical, cognitive, social and emotional development of the early childhood student. Examination of developmentally appropriate practices in the Early Childhood School. Overview of organizational patterns that take into account the developmental needs of the At risk and disabled Early Childhood student in today's multicultural society. Different approaches to grouping and differentiating instruction. Strategies that facilitate parental involvement explored. Review of innovative practices and current issues in Early Childhood education. A minimum of 25 hours of clinical and/or field work required. 3 credits.

EDUG 824. Early Childhood Curriculum & Pedagogy for At Risk, English Language Learner(ELL)& Disabled Student. 3 Credits.

Examination of standards based Early Childhood curriculum with emphasis on an integrated approach to instruction for the At Risk, ELL and disabled student. Exploration of learning and teaching within a multucultural context. Emphasis on developmentally appropriate methods, and instructional materials to enhance learning. Study of techniques and differentiated instructional strategies to adapt curriculum to meet the at risk needs of the At Risk, ELL and disabled students in general education, special education and inclusive setting. A minimum of 50 hours of field work is required.

EDUG 825. Sem/Int:Earl Chld Gen&Sped. 3 Credits.

Observation and student teaching to gain proficiency in teaching early childhood at risk and disabled students in the general education,special education and/or inclusive classroom. Twenty days of student teaching. Students must demonstrate teaching competence under the supervision of the teacher in the field and a faculty member. Seminar sessions include discussion of Common Core Standards, behavior management, teaching strategies, i.e. differentiated instruction, diversity and current issues in the field of Early Childhood. Pre-requisite:Matriculation in the graduate education childhood/special education programs, minimum gpa 3.0 and meet the physical, mental, speech, language, and other standards established for the profession and permission of Director of Graduate Childhood/Special Education programs.

EDUG 826. Improvement of Instruction for Teachers of Diverse Learners. 3 Credits.

Exploration of NYS Next Generation Standards in ELA Learning Standards and alignment with grade-appropriate learning tasks and standards-based rubrics. Use of multiple data sources to monitor student achievement, plan and deliver differentiated tiered instruction to meet the needs of Special Education, English Language Learners (ELL) and at-risk students. Use of multiple data sources to construct an IEP’s goals. Training in participation and facilitation of teacher teams and collaborative analysis of student work to improve instruction. Training in the use of the research-based Danielson model to promote reflection on current pedagogy and determine strategies to improve teacher effectiveness. Utilization of the peer coaching model to enable teachers to assume leadership roles in their learning communities to build capacity. Opportunities provided for teachers to practice facilitation skills.

EDUG 829. Practicum in Teaching Diverse Learners. 3 Credits.

Examination of NYS Next Generation Learning Standards curriculum, methods, and materials applicable to at risk, English Language Learners and special education students grades 7-12; emphasis on the modification of materials and strategies for instruction in general, special education and inclusive classrooms. Students must demonstrate competence in the writing and implementation of an Individual Educational Plan, and conferencing skills. Opportunities for hands-on experiences with materials and instructional software. Minimum of 20 hours of supervised teaching.

EDUG 830. Curriculum and Content Strategies for Diverse Learners. 3 Credits.

This course examines curriculum, methods, and materials applicable to teaching the at risk, English Language Learner adolescent student with exceptionalities. Emphasis is on the adaptation of materials, infusion of technology, strategies for instruction and management in diverse general, self-contained, and inclusive classrooms. Students address IEP requirements, process, and implementation. Role of related service personnel and collaboration is explored. Focus will be on state and professional standards in content areas to accommodate the needs of students individually and in a group setting. Different models of inclusive practice analyzed. Fieldwork experience.

EDUG 831. Principles of Instructional Design. 3 Credits.

This foundation course provides the participant with background about the key principles of instructional design; hands-on opportunities to design instruction that is effective, efficient, and engaging. Course content will focus on determining learner needs, defining the goals of the instruction, and creating a process that may take place in an increasingly technological environment. E-tools and e-learning will be integrated into learning strategies and curriculum. Participants will produce deliverables that can be used for online, distance, and/or blended learning. This course is for educators in the broadest sense training professionals who seek proficiency in designing technology enhanced learning experiences at all levels of skill, preparing participants to apply instructional systems design and theory to lead learning with technology. (Field work required for those seeking NYS certification).

EDUG 832. Seminar & Internship in Secondary Special Education (not employed). 3 Credits.

Observation and student teaching/internship to meet specific requirements to gain proficiency in teaching disabled students in the Special Education and/or Inclusive classroom. (Full-time student teaching/internship for one semester.) Students must demonstrate teaching competence under the supervision of the teacher in the field and a faculty member. Seminar sessions include the discussion of: field placement, diversity, behavior management, differentiated instructional strategies, collaborative consultation, Common Core Learning Standards, effective teaching models, Autism, Child Abuse, SAVE and DASA. Student teaching/internship logs, reflective journals, and special education program e-portfolio required. Prerequisite: Matriculation in the Adolescent Students with Disabilities program, minimum G.P.A. 3.0 and meet the physical, mental, speech, language and other standards established for the profession. Permission of the Director of Special Education. Satisfies the requirement for Autism, S.A.V.E., Child Abuse Recognition and Reporting and DASA Training. Three credits.

EDUG 833. Seminar & Internship in Secondary Special Education (5 Year students) (5th year - 3 cr.). 3 Credits.

Observation and student teaching/internship to meet specific requirements to gain proficiency in teaching disabled students in the Special Education and/or Inclusive classroom. (Full-time student teaching/internship for one semester.) Students must demonstrate teaching competence under the supervision of the teacher in the field and a faculty member. Seminar sessions include the discussion of: field placement, diversity, behavior management, differentiated instructional strategies, collaborative consultation, Common Core Learning Standards, effective teaching models, Autism, Child Abuse, SAVE and DASA. Student teaching/internship logs, reflective journals, and special education program e-portfolio required. Prerequisite: Matriculation in the Five-Year Dual Adolescent/Students with Disabilities program, minimum G.P.A. 3.0 and meet the physical, mental, speech, language and other standards established for the profession. Permission of the Director of Special Education. Satisfies the requirement for Autism, S.A.V.E., Child Abuse Recognition and Reporting and DASA Training. 3 credits. Prerequisites: EDUG 713, EDUG 733, EDUG 778, EDUG 781.

EDUG 834. Seminar & Practicum in Secondary Special Education(Teachers in the Field). 3 Credits.

Analysis of current problems in special education, diversity, legal issues, differentiated instructional strategies, collaborative consultation, Common Core Learning Standards, effective teaching models, Autism, Child Abuse, S.A.V.E and DASA. Students must complete a minimum of 50 hours of teaching at the 7-12 grade levels in Special Education/inclusive classroom. Logs, reflective journals, project and special education program e-portfolio required. Prerequisites: EDUG 713, EDUG 733, EDUG 778, EDUG 781, Matriculation in the Adolescent Students with Disabilities program, minimum G.P.A. 3.0 . Permission of the Director of Special Education. Satisfies the requirement for Autism, S.A.V.E. Child Abuse Recognition and Reporting and DASA. Three credits.

EDUG 835. Proficiencies for Educational Leadership. 3 Credits.

Skills and strategies for creating the learning community that characterizes the quality school; group processes for shared decision-making and collaboration with staff and parents; communication skills for dealing with the school constituencies; case studies, simulations; promotion of professional learning communities and group efficacy for decision-making. Based on NYS Essentials for School Leaders, Professional Standards for Education Leaders, this course is suitable as an elective for special educators, academic counselors, staff developers, department chairs, aspiring and practicing leaders at the school and district level, for professional development, and for CTLE hours.

EDUG 836. Issues in School Based Management, Supervision and Curriculum. 3 Credits.

This interdisciplinary course will employ case studies, simulations, role play, and web resources for best practices in management, administration, and supervision. Participants will plan strategies to deal with pertinent issues arising from questions, advantages, and obstacles to school based management, including but not limited to, school choice, parent and teacher involvement, goal driven instruction and delivery of instructional services; use of technology for budgeting; financial and strategic planning. Practicing and potential school business managers, principals, assistant principals will develop processes with which to direct, guide, and influence the behavior and work of others towards the accomplishment of specific educational goals. Educational and business leaders/managers acquire knowledge of processes and strategic business and management skills to confront complex challenges faced by high performing organizations. The course will offer a learning environment that includes case studies; "in-boxes"; and other informational assessments with regard to leadership styles and roles over several departments including, but not limited to education, business management (MBA), counseling, non-profit organizations, and government. This course is suitable as an elective for special educators, academic counselors, staff developers, department chairs, aspiring and practicing leaders at the school and district level, for professional development, and for CTLE hours.

EDUG 837. Organizational Development. 3 Credits.

Exploration of change factors and their effect on human behavior and interrelationships; effect on the school social system; leadership skills required for participatory decision-making; dealing with conflict and strategies for conflict resolution; power issues related to empowerment, authority, responsibility and accountability; and creating and developing the learning community. School wide development plans, school leadership teams, data-based strategic planning. Course related leadership experience required.

EDUG 838. Evaluating Leadership Effectiveness. 3 Credits.

This course deals with leadership skills and strategies to assess needs, effectiveness of outcomes, program and personnel effectiveness. Efficacy of leadership that involves constituencies goal setting and evaluation; assessing student achievement, values promotion, ethics, accountability, staff participation. Leadership that promotes parent and local board inclusion in mission and goal setting; a supportive educational environment and school climate; exploration of the essential characteristics of school leaders in assisting students to make state standards. This course is suitable as an elective for special educators, academic counselors, staff developers, department chairs, aspiring and practicing leaders at the school and district level, for professional development, and for CTLE hours.

EDUG 839. School Finance. 3 Credits.

Issues for administrators, business managers, and other school personnel related to budget, finance and accounting. This course is suitable as an elective for special educators, academic counselors, staff developers, department chairs, aspiring and practicing leaders at the school and district level, for professional development, and for CTLE hours.

EDUG 840. School Finance + Field Experience. 4 Credits.

Issues for district level administrators, business managers, and other school personnel related to budget, finance and accounting. This course includes 10 hours of course related field experience. Participants may use this course to eligible for school district certification. This course is also suitable as an elective for special educators, academic counselors, staff developers, department chairs, aspiring and practicing leaders at the school and district level, for professional development, and for CTLE hours.

EDUG 841. Leadership, Administration and Supervision of the Middle School. 3 Credits.

Theory and practice of school administration and supervision; organizational characteristics and components of the successful American middle school; effective practices related to advisement, staff collaboration, teaching teams, developmentally appropriate instructional programs for the middle school child, standards based teaching and learning, authentic assessment, guidance of the early adolescent, student engagement, parent involvement, safety and discipline issues, evaluation of student progress, career guidance.

EDUG 842. Leadership, Administration and Supervision of the Secondary School. 3 Credits.

Theory and practice of school administration and supervision; organizational characteristics and components of the successful secondary schools; consideration of cross cultural and international practices related to student achievement and involvement in learning; scheduling, advsiement, collaboration, teaming, apprenticeships for the secondary school student; standards based teaching and learning, authentic assessement, guidance of the adolescent, safety and discipline issues, evaluation of student progress career guidance/ internships/ developmentally appropriate service projects.

EDUG 843. Total Quality Managment for Educational Leaders. 4 Credits.

Course participants engage in reflective practice on ways to provide leadership for quality management in the school or district setting. With "real life" needs to attend to, potential and practicing school and district administrators will design strategies for data driven decision making based on TQM concepts, principles, and techniques for school and district wide improvements of student learning. Participants may use this course to be eligible for school district certification. This course is also suitable as an elective for special educators, academic counselors, staff developers, department chairs, aspiring and practicing leaders at the school and district level, for professional development, and for CTLE hours. This 4-credit course includes 10 hours of district level field experience. 4 credits.

EDUG 844. School Based Management Functions. 3 Credits.

Analysis, discussion, intensive study of the evolution of educational reform movements leading to site based management for administrative and supervisory personnel; theory, principles and practices for team building, shared decision-making and relationships at the local, district, and system levels. Participants present evidence of knowledge, skills and dispositions for school building leadership. Course project integrates theory, concepts, principles and application of content to elementary, middle, or secondary school leadership in urban and suburban settings; including strategic planning, colaboration and evaluation of outcomes for school leadership teams, board relationships, mentoring, and program development. Course related leadership experience required.

EDUG 845. Computer and Technology Utilization for Instructional Delivery. 3 Credits.

This course is a survey course intended to provide learners with generalized knowledge of Web design, aspects of visual literacy, and usability as well as accessibility concerns. With more online learning opportunities, and customized learning built into Learning Management Systems, this course will provide learners with an understanding of usability principles to be able to communicate with Web designers and build their own pages. Learners will gain basic knowledge of HTML in order to develop learning programs online.

EDUG 846. Managing the Quality School. 3 Credits.

Applying concepts, principles, and techniques of Total Quality Management with emphasis on application to managing a school or district; using TQM to enhance management of the educational enterprise on the local or district level and administrative leadership. Course related leadership experience required.

EDUG 847. Total Quality Management for Educational Leaders + Field. 4 Credits.

Course participants engage in reflective practice on ways to provide leadership for quality management in the school or district setting. With "real life" needs to attend to, potential and practicing school and district administrators will design strategies for data driven decision making based on TQM concepts, principles, and techniques for school and district wide improvements of student learning. Course related leadership experience required.

EDUG 848. Using Technology in the Management and Assessment Process. 3 Credits.

Participants will explore how to assess specific types of knowledge, using technology to enhance the process. Explore innovative tools and means of assessment that helps learning specialists individualize and differentiate instruction to improve learning. Develop technology-enhanced assessments for effective learning.

EDUG 849. Advanced Computer Applications for School Administrators. 3 Credits.

Computerizing school offices; the selection and evaluation of interactive computer software for professional development, supervision, and improvement of instruction; use of technology for data based decision making. Selection of software and hardware for networking, internal and external communication. Prerequisite: EDUG 749 or permission of Program Director.

EDUG 855. Supervised Fieldwork in Special Education. 3 Credits.

Opportunity for students to strengthen their knowledge & skills in the special education or inclusive setting. Students work under supervision of a faculty member in an approved placement. Minimum of 75 hours in the field and project required. Matriculation in the Special Education Program, and permission of the Director of Special Education.

EDUG 856. Supervised Fieldwork:General and Special Education. 3 Credits.

Opportunity for students to strengthen their knowledge & skills in the special education or inclusive setting. Students complete fieldwork in an approved placement. Minimum of 50 hours in the general education classroom and 25 hours in the special education/inclusive classroom required. Matriculation in the Special Education Program, and permission of the Director of Special Education.

EDUG 858. Seminar, Observation and Internship in Special Education (5 year Program)(5th year-3 cr.). 3 Credits.

Observation and practice teaching to meet specific requirements to gain proficiency in teaching disabled students in the Special Education and/or Inclusive classroom. (Full-time student teaching for one semester.) Students must demonstrate teaching competence under the supervision of the teacher in the field and a faculty member. Seminar sessions include the discussion of: Behavior Management, Common Core Standards for Math and Literacy, differentiated instructional strategies, Child Abuse Recognition and Reporting and SAVE requirements, diversity and current issues in the field of Special Education. Student Teaching logs, journals, and special education portfolio required. Prerequisites: EDUG 713, EDUG 733, EDUG 778 and EDUG 781. Matriculation in the five-year program, minimum G.P.A. 3.0 and meet the physical, mental, speech, language and other standards established for the profession. Permission of the Director of Special Education. Satisfies the requirement for S.A.V.E. and child abuse.

EDUG 860. Teaching Literacy for Understanding to At Risk and Disabled (Grades K-8). 3 Credits.

Examination of the knowledge and skills to implement standards-based literacy instruction with the at-risk and disabled student. Opportunities provided to discuss and create literacy curriculum which address issues such as identifying what students need to understand; how to help develop the understandings; how to gauge student progress; and how to provide feedback to students.

EDUG 861. Standards Based Performance Assessment + Field. 4 Credits.

This advanced assessment course for school and district administrators, chairs, subject area coordinators at the district and local level, considers the effectiveness of school programs and teachers in meeting common core standards. Relates student outcomes to common core state standards, school programs, and performance assessment of teaching: aligns common core standards, curriculum, and assessment to design student learning experiences. An additional 10 hours of field experience required.

EDUG 862. Seminar/Practicum in Teaching: Diverse Learners (1-6). 3 Credits.

Full time student teaching/internship for one semester at the end of the Master’s program in a Special Education and/or Inclusive classroom. Students must demonstrate teaching competence under the supervision of the teacher in the field and a college supervisor. Seminar sessions include the discussions of placement, analysis of current problems in special education, legal issues, placement, differentiated instructional strategies, collaborative consultation, diversity, behavior management, differentiated instructional strategies, collaborative consultation, State and professional standards, and effective teaching models. Student teaching/internship logs, reflective journals, and special education program e-portfolio are required. Prerequisite: Matriculation in the Five-Year Dual Childhood/Students with Disabilities program, minimum G.P.A. 3.0. Permission required of the Department Chair and/or Program Director. Satisfies the requirement for Autism Spectrum Disorder, S.A.V.E., Child Abuse Recognition and Reporting and DASA trainings.

EDUG 863. Seminar/Internship in Teaching: General and Special Education 1-6. 3 Credits.

This full time, semester-long internship experience for students at the end of the teacher education program includes an accompanying seminar and placement in general education and special education/inclusive settings in grades 1-3 and 4-6 for a total period of 70 days. Students demonstrate teaching competence under the supervision of the teacher in the field and of a college supervisor. Seminar sessions include the discussion of placement, diversity, behavior management, differentiated instructional strategies, autism spectrum disorders, Child Abuse and SAVE, and current issues in special education. Internship reflective journals, logs and special education program e-portfolio required. Matriculation in the Dual Childhood/Students with Disabilities program, minimum G.P.A. 3.0, and permission by of the Department Chair or Program Director required. Satisfies the requirement for Autism Spectrum Disorders training, S.A.V.E., and Child Abuse Recognition and Reporting.

EDUG 865. Instructional Design, Technology & Information Processing+Field. 4 Credits.

Focus on instructional design and the role of cognitive processing theory in the development of technologies for learning environments. Emphasis on curriculum and how participants best learn from multimedia technologies. Knowledge and understanding of adult learning theory provides the foundation for the development and implementation of collaborative strategies appropriate for adult learners. Designed for district level administrators, staff developers, counselors, general and special education teachers and professionals at the district level to integrate technology into professional practice that provides optimal learning experiences. An additional 10 hours of field experience required.

EDUG 868. Integrated Curriculum: Math/Science/Technology. 3 Credits.

For school and district level personnel, department chairs, grade level and subject area coordinators, curriculum and staff developers, special education and counseling leadership, this content based course incorporates content and performance standards from Math, Science, Engineering, and Technology (STEM), as well as Next Generation and literacy standards for differentiating instruction for a diverse student population including ENLs and ELLs. Participants will consider data based learning and evaluation strategies, system wide decision making based on NYS content areas. This course is also suitable as an elective for special educators, academic counselors, staff developers, department chairs, aspiring and practicing leaders at the school and district level, for professional development, and for CTLE hours.

EDUG 869. Integrated Curriculum: Social Studies/Language Arts. 3 Credits.

For District and School Administration,Dept. Chairs, grade level and subject area coordinators, curriculum, and staff developers, this content base course incorporates content and performance standards from English, Language Arts, Social Studies and Physical Education/Home Ec/ Careers, and literary standards for differentiating instruction for a diverse student population including the gifted, those with special needs, ENLs, and ELLs. Participants will consider data based learning and evaluation strategies to include grade, school, district, and system wide decision making based on NYS content areas. This course is also suitable as an elective for special educators, academic counselors, staff developers, department chairs, aspiring and practicing leaders at the school and district level, for professional development, and for CTLE hours.

EDUG 870. TQM: Quantitative Process Control in Education. 3 Credits.

This course for district and school lenders and educators identifies key data analysis processes, roles of components and variations present in them. Using Pareto charts, histograms, control charts and other data mining tools, participants measure and count key data to develop a Plan. Do, Study, Act methodology to improve the administrative and educational process in the school and district. Course related leadership experience required.

EDUG 871. Quantitative Process Control in Education + Field Experience. 4 Credits.

This course for district level school leaders and educators identifies key data analysis processes, roles of components and variations present in them. Using Pareto charts, histograms, control charts and other data mining tools, participants measure and count key data to develop a Plan. Do, Study, Act methodology to improve the administrative and educational processes in the schools of the district and the district itself. 10 hours of course related field experience are required.

EDUG 872. Probability and Statistics Using Technology. 3 Credits.

This is a content course in Probability and Statistics for teachers. Topics include descriptive statistics, rules of probability, sampling distributions, statistical inferences, regression and correlation. Technological tools used include calculators, spreadsheet package Excel, the computer algebra Maple, and the classroom management system Blackboard.

EDUG 873. Theory and Practice in Middle Schools for the At Risk and Disabled Student. 3 Credits.

Emphasis on research and theory relevant to the physical, cognitive, social and emotional development of the Middle School adolescent. Examination of developmentally appropriate practices in the Middle School. Overview of organizational patterns that take into account the developmental needs of the At Risk and disabled Middle School student in today's multicultural society. Different approaches to scheduling, advisement and grouping analyzed. Strategies that facilitate parental involvement explored. Review of innovative practices and current issues in Middle School education.

EDUG 874. Curriculum and Pedagogy in the Middle Schools for At Risk and Disabled Student. 3 Credits.

Examination of standards based Middle School curriculum with emphasis on an integrated approach to instruction for the At Risk and disabled student. Exploration of learning and teaching within a multicultural context. Emphasis on developmentally appropriate methods, and instructional materials to enhance learning. Study of techniques and differentiated instructional strategies to adapt curriculum to meet the at risk needs of the At Risk and disabled students in the special education, inclusive and general education classrooms. A minimum of 30 hours of clinical and/or field work required.

EDUG 875. Foundations in Learning and Teaching with Technology. 3 Credits.

Designed as a foundational course to prepare effective learning tools, for preparing tools for effective learning, this course provides participants with background for integrating technology into education (societal issues, learning theories, planning, and implementation); principles and strategies for choosing appropriate software, media tutors and tools (instructional and productivity software). Participants will learn to identify the appropriate use of technologies into learning environments. (Field work required for those seeking NYS certification).

EDUG 876. Integrating Technology in Adult Learning and Collaboration. 3 Credits.

Participants in this course will gain knowledge and understanding of adult learning theory and the ability to collaborate with key professionals in an organization to support and enhance learning using digital tools. This course provides learners with the skills needed to effectively communicate with clients, including those of large and small corporations, working with global partners and widespread teams. Drawing on real-world case studies, students will learn how to do comprehensive needs analysis for any potential client, the art of persuasion, and how to satisfy a client despite budget and methodology restrictions. (Field work required for those seeking NYS certification).

EDUG 877. Instructional Design, Technology and Information Processing. 3 Credits.

Focus on instructional design and the role of cognitive processing theory in the development of technologies for learning environments. Emphasis on curriculum and how to best learn from digital technologies. Knowledge and understanding of adult learning theory provides the foundation for the development and implementation of collaborative strategies appropriate for adult learners. Designed for all levels of educators wanted to learn the process of learning and apply to a continuum of learning. (Field work required for those seeking NYS certification).

EDUG 879. Integrative Project and Seminar in Instructional Design and Delivery. 3 Credits.

This capstone course synthesizes the theoretical and technology components of the program. Participants will present a major project that includes a research component conducted at a field site that demonstrates their understanding of teaching and learning with technology. This guided project development course will be a culmination of sixty hours of field work integrated in to a real world scenario for the Advanced Certification and will be the proposal presentation for the Masters. Seminar sessions will provide support for effective needs assessment and strategic planning for the improvement of instruction. (Field work required for those seeking NYS certification).

EDUG 880. Nature and Needs of Students with Autism Spectrum Disorder. 3 Credits.

Focus on etiology, major trends and issues concerning Autism Spectrum Disorder. Emphasis on: collaboration, inclusion, service delivery models, roles of special and general education teachers, individualized educational programs, family involvement, and community resources. Satisfies the requirement for Autism.

EDUG 881. Psychoeducational Assessment of Autism Spectrum Disorder. 3 Credits.

Focus on the educational assessment of students with Autism Spectrum Disorder. Analysis of formal and informal assessment instruments. Emphasis on gathering and analyzing information in order to plan meaningful instruction, evaluate interventions, select appropriate learning curricula and materials, and make appropriate educational decisions for individuals with Autism Spectrum Disorder. Satisfies the requirement for Autism.

EDUG 882. Behavior Management and Counseling of Families of Individuals with Autism Spectrum Disorder. 3 Credits.

Focus on models for the behavior management of students with Autism Spectrum Disorders. Emphasis on management techniques, classroom and family organization, conferencing issues based on student needs and development. Satisfies requirement for Autism.

EDUG 883. Curriculum, Methods, Social Skill Development and Instructional Design for Students Autism. 3 Credits.

Curriculum, methods and materials for social integration and teaching children with Autism Spectrum Disorder in self-contained and inclusive settings with attention paid to NYS Content and Performance Standards (K-8). Design of individualized educational plans and creation of lesson plans. Demonstration of teaching skills emphasized in order to accommodate instruction and materials to the Autism Spectrum Disorder student. Satisfies requirement for Autism.

EDUG 884. Independent Study-Autism Spectrum Disorder. 3 Credits.

Project in area of Autism Spectrum Disorder conducted under the guidance of Faculty member. Student must submit an outline of proposed study prior to registration. Permission of the Director of Special Education required. Satisfies requirement for Autism.

EDUG 885. Internship: Teaching Students with Autism Spectrum Disorder. 3 Credits.

The internship experience and seminar provide the opportunity to apply knowledge, skills and strategies related to teaching children with Autism Spectrum Disorder in the classroom setting. Each internship is guided by a certified teacher and college supervisor. Students will develop teaching competencies while experiencing the personal and professional roles of a teacher of students with Autism Spectrum Disorder. The seminar is an opportunity for students and faculty to discuss current issues and ideas related to Autism Spectrum Disorder and to examine the relationship between these ideas and the classroom experiences. Internship portfolio, logs and journals required. Satisfies requirement for Autism.

EDUG 887. Mentored Research. 1 Credit.

Designed to provide mentoring for the collection of data, analysis of findings, discussion,conclusions and recommendations of the research paper. Students must have completed sections I,II and III of their major paper. Does not apply to degree. Pre-requisite: EDUG713 or a previous major paper that meets program research requirements. Permission of Director. One credit. Pass/Fail.

EDUG 888. Independent Study in Research. 1 Credit.

Designed to provide mentoring for the collection of data, analysis of findings, discussion, conclusions and recommendations of the research paper. Students must have completed sections I, II and III of their major paper. Special Education and School Leadership participants register for the section designated for their program. Does not apply to the degree. Prerequisite: EDUG 713. Permission of the Program Director.

EDUG 889. Internship/Seminar II. 3 Credits.

EDUG 889 is the second of two internship courses that require a total of 15 weeks full time or 30 weeks part time in administrative practice to complete 400 hours of administrative activities. A co-requirements is a bi-weekly seminar. Internship/Seminar II is designed for ongoing supervision of the capstone leadership experience, completion of the internship improvement initiative, and accompanying impact report, the internship portfolio, and exhibit of competencies. EDUG 889 is a co-requirement with EDUG784 to complete the remaining 150 hours of the 400 hour leadership experience.

EDUG 890. Supervised Fieldwork in Administration. 3 Credits.

Designed to provide mentoring for completion of internship documentation, including but not necessarily limited to, the collection of documentation, analysis of evidentiary data, final draft of the impact statement of the internship improvement initiative, reflection on course based applications and leadership field experience. Participants must have completed the six required SBL core courses (18 credits), submitted documentation of 100 hours of course related leadership activities, have enrolled in Internship/Seminar I and II (EDUG 748 and 889) but not completed within three semesters. Does not apply to degree. Permission of Program Director. 3 credits. Pass/Fail.

EDUG 892. Organizational Development + Field. 4 Credits.

For school district leaders, staff developers, and other district level personnel, this course provides an exploration of change factors and their effect on human behavior and interrelationships, effect on the educational social systems: leadership skills required for participatory decision-making: dealing with conflict and strategies for conflict resolution:power issues related to empowerment, authority, responsibility and accountability, and creating and developing the learning community. School improvement plans, district and school leadership teams: data-based strategic planning. An additional 10 hours of field experience required.

EDUG 893. Internship/Seminar III in School District Leadership. 3 Credits.

Completion of the district level internship requires 250 hours of administrative activity related to an improvement initiative, logged and signed by the district mentor/partner. Prerequisite: 57 credits beyond the baccalaureate degree, SBL certification or eligibility for same, permission of the Program Director. A prerequisite for the Leadership Experience (internship) in Advanced Leadership Studies is acceptance by a school district for an administrative internship experience in partnership with a certified district level administrator on-site. The internship consists of sustained administrative experience in diverse settings planned collaboratively and in partnership with university and district personnel in substantive, appropriate, and approved administrative and supervisory tasks and an impact report of the internship improvement initiative.

EDUG 896. Concepts of Wellness. 3 Credits.

A study of the diversified nature of health as it relates to everyday living by examining vital health areas and issues relevant to the concerns of students. An introduction to identification and reporting of suspected child abuse and maltreatment; instruction in preventing child abduction and abuse of alcohol, tobacco and other drugs; and providing safety education including instruction in fire and arson prevention. (Dual M.S.Ed. ).

EDUG 897. Principles and Practices of Education. 3 Credits.

Crucial issues in education: curricula objectives and designs, drug and child abuse, types of schools, special education programs, moral and spiritual values, community resources, educational law and school finances. Fieldwork experience.

EDUG 898. Language and Literacy. 3 Credits.

Introduction to first and second language acquisition and development with emphasis on teaching and learning. Examination of psycho-linguistic principles for teaching monolingual culturally diverse learners. Instructional approaches and practices for developing listening, speaking, reading, and writing skills in the general or special education settings. Exploration of different models of instruction for students who are in Teaching English as a Second Language (TESOL) and/or bilingual settings. 10 hours of fieldwork required.

EDUG 899. Physical Science for the Teacher of Diverse Learners (K-8). 3 Credits.

Introduction to basic principles and concepts of physical science as aligned with the NYS Science Learning Standards for grades K-8. Emphasis is on constructivist inquiry based problem solving, questioning skills, methods, and hands- on materials and activities appropriate for diverse learners.

EDUG 900. Current Issues in Instructional Design: Global and Ethical Perspectives. 3 Credits.

This course focuses on the impact of globalization on training and development in multinational, corporate and educational environments. Students explore culture and how to use methodologies to research, assess, and adapt content to meet the needs of learners from around the world. Students also gain an understanding of the best practices used to create effective learning in various multicultural environments while evaluating ethical values in the design and deployment of technologies.

EDUG 901. Methods for Teaching STEAM to Diverse Learners. 3 Credits.

Introduction to basic concepts of Science, Technology, Engineering, Arts/Aesthetics and Mathematics (STEAM) aligned with the New Generation Standards in Mathematics and NYS Science Learning Standards. This course will focus on constructivist inquiry-based problem solving methods, activities, and projects for at-risk, English Language Learners (ELLs) and students with exceptionalities. 3 credits.

EDUG 902. Dignity for All Students(DASA). 0 Credits.

For those taking the DASA program at Manhattan University, registration for this course confirms six hours of training on the Dignity Act: how school climate impacts students achievement and behavior, understanding diversity and multi-cultural environments, and understanding bullying, harassment and discrimination, including indicators, early warning signs, prevention and intervention and how to interact with families and victims and aggressors. Pre-requisites: EDUG 600 and EDUG 744.

EDUG 914. Special Education Mentored Research. 2 Credits.

Designed to provide mentoring for the collection of data, analysis of findings, discussion, conclusions and recommendations of the research paper. Students must have completed sections I, II and III of their major paper. This mentoring is for graduate Special Education students. Does not apply to the degree. Prerequisite: EDUG 713. Permission of the Program Director. Two credits.

EDUG 915. Independent Study. 4 Credits.

A course of study designed for students whose needs are not met by existing department curriculum. The course will be carefully designed by the instructor of record and offered only with permission of the Chair.