Degree Programs
The Department of Special Education and Literacy offers curricula leading to the Master of Science in Education degree at the Brentwood Campus. The program in Special Education leads to New York State Certification, grades 1-6. The Literacy programs lead to New York State Certification for Literacy teachers, Birth ˇX Grade 6.

Admissions Requirements
Requirements for admission include an undergraduate cumulative grade point average of 2.50 and a 2.75 in the candidateˇ¦s major field. In addition, a provisional/initial teaching certificate is required for both Literacy majors and Special Education applicants. For Special Education applicants, the provisional/initial certification must be for grades 1 through 6. A minimum grade point average of "B" must be maintained for continuation in the program and eligibility for practicum experiences.

Interim Assessment
Satisfactory completion of 12 graduate special education credits will be required before a final decision on interim assessment is made.

Students must submit an application for interim assessment through the academic counselor upon completion of 12 credits but no more than 18 credits.

Special Education and Literacy Courses

EDU 735/EDS 600 Introduction to the Study of the Exceptional Child
This course is a basic introduction to exceptionality. A consideration of emotional, neurological, and physically based etiologies as they relate to exceptionality. Specific reference is given to an overview of disability and impairment and to a system of classification and criteria of classification.
To be taken within initial 12 credits of study.
Every Semester, 3 credits

EDU 739/EDS 605 Beginning Reading and Writing: Emergent Literacy
This course is a theoretical framework for emergent literacy. Implications for instructional strategies based on childrenˇ¦s literacy knowledge. Developmental aspects of literacy learning and the applications for the teaching and learning of beginning reading and writing are included. The role of the teacher in young childrenˇ¦s literacy learning and methods of assessment are included.
On Occasion, 3 credits

EDU 740/EDS 610 Literacy Teaching and Learning: Birth ˇX Grade 6
A study of strategies and resources in childhood language acquisition and the teaching of literacy for elementary school children. The newest techniques and research findings will be discussed. Students will observe, plan, and instruct sample literacy lessons.
Cannot be taken concurrently with EDU 741/EDS 611 or EDU 745/EDS 615
Every Semester, 3 credits

EDU 741/EDS 611 Diagnostic/Prescriptive Reading Techniques for the Classroom Teacher
This course acquaints teachers with current principles, practices, strategies, techniques and devices that may be used in diagnosing and treating problems of the disabled reader. Emphasis is placed on practical approaches to be used by the classroom teacher and the construction of informal diagnostic approaches that must be implemented within the classroom setting. Case studies are developed and discussed.
Prerequisite: EDU 740/EDS 610 or EDU 739/EDS 605 or equivalent
Annually, 3 credits

EDU 743/EDS 613 Literacy and Childrenˇ¦s Literature: Birth ˇX Grade 6
A survey of the literature for the school child with emphasis on the quality and characteristics of reading materials suitable for various groups. The changing characteristics of childrenˇ¦s reading interests and the presentation of books through various media will be included. A reading file will be developed for a particular age group.
Prerequisite: EDU 740/EDS 610
On Occasion, 3 credits

EDU 745/EDS 615 Practicum I. ˇX Literacy Assessment and Intervention: Birth ˇX Grade 6
Lecture: The course will stress diagnostic procedures for reading disabilities; observation and interview procedures; diagnostic instruments; standardized and informal tests; report writing and materials of instruction in these areas. Causative factors contributing to specific reading problems will also be explored and discussed. Clinic: Students will develop case studies with individual clients.
Prerequisite: EDU 740/EDS 610
Summer and Fall, 3 credits

EDU 746/EDS 616 Practicum II. ˇX Literacy Intervention: Birth ˇX Grade 6
Lecture: The course will stress corrective procedures, planning, and management for children with reading disabilities. Major creative techniques and clinical remedial procedures will be included.
Clinic: Students will work with individual clients for a minimum of 20 hours under clinical supervision.
May be taken concurrently with EDU 747/EDS 617
Applications for this course must be filed by October 1 for Spring Semester and by February 14 for Summer and Fall Semesters.
Prerequisites: EDU 740, 745 and 840 (EDS 610, 615 & 640)
Every Semester, 3 credits

EDU 747/EDS 617 Literacy for Children with Disabilities: Birth ˇX Grade 6
This course covers theory, research, and effective practices for teaching students with significant reading problems. Specifically, graduates will become immersed in the assessment of literacy problems and their use to provide effective instruction. Both formal and informal instruments will be discussed for determining childrenˇ¦s strengths and needs. A variety of instructional approaches will be discussed for developing reading strategies and skills in children with disabilities.
May be taken concurrently with EDU 745/EDS 615 or EDU 746/EDS 616
Prerequisite: EDU 740/EDS 610
Summer and Fall, 3 credits

EDU 749/EDS 619 Literacy and Literature-Based Reading Instruction: Birth ˇX Grade 6
Included are the background and description of the various types of literature-based reading programs. This course will be concerned with planning, developing and implementing such instruction. The assessment procedures used by the classroom teacher and the implication of literature-based reading instruction upon the total school program will also be discussed.
Prerequisites: EDU 740/EDS 610, EDU 743/EDS 613
Fall, 3 credits

EDU 820/EDS 620 Assessment and Diagnosis of Children with Disabilities
An introduction to instruments and valuation strategies used in assessing children with disabilities and the environmental conditions which contribute to their problems in learning. Practice in administration of test interpretation of results, with suggested remedial and therapeutic interventions, is an important facet of this course.
Must be taken within initial 12 credits of study.
Every Semester, 3 credits

EDU 840/EDS 640 Literacy in the Content Areas: Birth ˇX Grade 6
This course will review expository and narrative materials in the content areas as well as those skills unique to each content field. Readability of texts is explored by means of adapting instruction to a variety of reading levels and will be discussed. Schema development and direct instruction is emphasized.
Spring, 3 credits

EDU 841/EDS 642 Literacy and Language Arts Instruction: Birth ˇX Grade 6
This course will enable teachers to develop a conceptual framework for the teaching of reading and written communication skills in our schools, focusing on composition, syntax, writing, spelling, and handwriting as interrelated elements of written expression. Instructional practices and materials are presented, analyzed, and evaluated for classroom implementation.
Prerequisite or Co-requisite: EDU 740/EDS 610
Fall, 3 credits

EDU 890/EDS 630 Curriculum-based Assessment and Instruction of Students with Mild Disabilities
This course will examine the complexity of the issues inherent in the teaching-learning process with particular reference to students with mild disabilities in inclusive settings. The instructional dimensions that create the conditions of failure for students with learning problems will be characterized. A framework and practical strategies for the use of assessment procedures that focus on effective instructional planning and can reverse the cycle of failure for students with mild disabilities will be emphasized. An assessment model that generates information for the design of an instructional program and provides for the continuous monitoring of student progress in academic areas (such as reading, writing, and math) and in content areas (such as social studies and science), will be outlined. Effective instructional strategies and elements of teaching practice that support the learning and growth of students with mild disabilities will also be addressed.
As Required, 3 credits

EDU 891/EDS 631 Curriculum-based Assessment and Instruction of Students with Severe Disabilities
This course focuses on methodologies of (1) assessment, (2) curriculum, (3) individualized educational planning, and (4) instructional programming for children with severe developmental disabilities aged 6-12. Emphasis will be given to curriculum-based assessment as it relates to instructional planning. Assistive technology to support the learning process will be addressed. Accommodations to facilitate the successful inclusion of students with severe disabilities in general education classrooms will also be reviewed. Attention will be directed toward developing skill in task analysis, IEP preparation, and lesson planning. Case presentations will be utilized to highlight team building and interdisciplinary collaboration in educating children with severe disabilities. Field experiences.
As Required, 3 credits

EDU 892/EDS 632 Instruction and Classroom Management for Children with Emotional and Behavioral Problems
Focus in this course will be on program development, which will include prescriptive remediation based on diagnostic assessment. A consideration of instructional techniques and resources will be of central focus. Fundamental skills in classroom management and in dealing with maladaptive behavior in both inclusive and non-inclusive educational settings will also be surveyed.
As Required, 3 credits

EDU 893/EDS 633 Accommodating Learners with Special Needs in Inclusive Settings (Includes Technology and Inclusion)
Inclusion represents one of the most significant challenges facing education in recent years. It requires critical changes in attitudes and practice for both general and special educators. This course will explore the concept of inclusion; discuss it from both a theoretical and practical perspective, and present strategies necessary for it to be successful. Included will be discussions of historical and current perspectives, collaboration among professionals, practical classroom administration, instructional adaptations, etc. One specific mechanism to facilitate inclusion will be the use of assistive and instructional technologies with an emphasis on those that can assist in the integration of students with disabilities.
As Required, 3 credits

EDU 895/EDS 635 Behavior Management for Children with Autism and Developmental Disabilities
This course provides an introduction to the principles of applied behavioral analysis (ABA) and its application for children with autism and other developmental disabilities. Procedures applicable to both individuals and groups will be studied with particular attention to the area of autism. Skill building techniques and strategies will be covered with attention devoted to data collection for assessment, evaluation and record keeping. Procedures to improve skills and behaviors as well as to reduce maladaptive and/or stereotypic behaviors will be covered. Opportunities to implement ABA procedures will occur in class, as well as outside the class.
As Required, 3 credits

EDU 909A/EDS 712  Supervised Student Teaching and Seminar in Special Education (Autism)

Student Teaching in Special Education will require the student to spend a minimum of 175 hours working with students with disabilities at the childhood level in school settings. Student teaching will occur with ongoing supervision of a school based cooperating teacher (certified in special education) along with supervision by a member of the faculty. A weekly seminar will also be required in which the student teaching experience will be discussed, along with current issues addressing preparation to enter into the profession.
As Required, 3 credits

EDU 912/EDS 702 Supervised Practicum in Special Education
Student Teaching in Special Education will require the student to spend a minimum of 175 hours working with students with disabilities at the childhood level in school settings. Student teaching will occur with ongoing supervision of a school based cooperating teacher (certified in special education) along with supervision by a member of the faculty. A weekly seminar will also be required in which the student teaching experience will be discussed, along with current issues addressing preparation to enter into the profession.
Fall and Spring semesters, 3 credits

EDU 919/EDS 703 Practicum III. ˇX Overcoming Literacy Difficulties: Birth ˇX Grade 6
Applications for this course must be filed by October 15 for Spring semester and by February 14 for Summer and Fall. (Open only to students in Literacy M.S.Ed.). Students will have full responsibility for diagnosis, correction, and remediation of clients with various types of reading problems. Case studies will be developed and instruction will take place under supervision in the University clinic. A minimum of 30 contact hours will be required in addition to weekly seminars.
As Required, 3 credits

EDU 920/EDS 622 Contemporary Issues and Research in Literacy: Birth ˇX Grade 6 (Culmination Experience)
This course involves the study of critical issues in literacy education. Theory, research, and practice will be explored through a vast body of knowledge and field of inquiry related to the perspectives of psychology, sociology, linguistics, and other pertinent areas. Specifically, a wide variety of important topics will be addressed, including balanced reading instruction, phonemic awareness and phonics, multicultural perspectives, and literacy learning, basal materials and literature-based resources, traditional and invented spelling practices, process writing, emergent literacy, content literacy, struggling literacy learners and literacy assessment. Within this context, a diversity of positions and opinions will be considered as students formulate their own views by engaging in activities that encourage critical analysis and independent thinking.
As Required, 3 credits

EDU 924/EDS 624 Contemporary Issues and Research in Special Education (Culminating Experience)
This course, an advanced seminar in current issues facing the field of special education, is designed to provide an opportunity for students to research, discuss, and understand the topics that are impacting our field and their theoretical base.
As Required, 3 credits