Program Learning Outcomes:

Develop refined and varied knowledge bases regarding:

● Legal foundations and current issues in Childhood Special Education.

● Assessment of learning, behavior, and mental health.

● The relationship and cyclic nature of assessment, planning, instruction, and learning in general and special education.

● The diverse academic, social, linguistic, mental health, and self-regulatory issues encountered by children and youth.

● Theoretical models that purport to explain how behavior patterns develop, are maintained, and changed to be more pro-social.

● Being professionally informed and responsive to learner needs.

● The principles of teaching and learning as per Universal Design for Learning (UDL) and brain-based strategies.

● The influences of race, culture, socio-economic class, and other diversities on value orientations and behavior codes, and how contrasts to school expectations require specialized interventions.(need better wording) The adverse physical and mental health effects of childhood trauma.

● The importance of developing and maintaining positive student-teacher relationships.

● Health and safety practices for guiding and protecting learners

Develop proficiency in the following skill bases:

● Planning and teaching based on on-going assessment of learning (academics, social-emotional status, and/or behavior).

● Effective strategies for teaching math, reading, writing, social-emotional curricula, pro-social behavior, and executive function to students with learning, mental health, and behavior challenges.

● Effective and appropriate teaching practices for addressing individual strengths and needs in all learners, including English Language Learners and children with special needs.

● Engagement in reflective and transformative teaching skills.

● Building a valuing, congenial, and emotionally safe classroom culture typified by equitable practices.

● Effective practices for teaching and supporting students from groups that are over-represented in punitive disciplinary procedures and identification as being emotionally disturbed.

● Social-Emotional Learning strategies to support students with and without mental health challenges.

● Counseling skills for supporting students with mental health challenges and/or involved in isolated crisis situations.

● Identifying target behaviors, collecting data, and analyzing the collection in order to assess progress and inform teaching.

● Effective behavior-change interventions for students situated on all three tiers of the Positive Behavior Interventions and Supports (PBIS) model.

● Matching interventions to a student’s present state of readiness to change his/her/their behavior patterns to become more prosocial.

● Classroom behavior management strategies, and contributing to school wide behavior management and change procedures (i.e. Functional Behavior Assessment, Behavior Intervention Plans)

● Assessment, Individualized Education Plans and Behavior Intervention Plans, Restorative Justice).

● Communicating with parents and families.

● Supervising paraprofessionals.

● Analyzing teaching practices through video observations, simulations, and research.

● Engaging in self-improvement through practice (i.e., lesson planning, preparation of materials, collaboration with co-teachers or paraeducator, acceptance and growth based on critical feedback, preparation of assessment materials, and rubrics).

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Special Education

Overview

Official Name of Program

Plan Code

Department(s) Sponsoring Program

Career

Degree Designation

HEGIS Code

NYSED Program Code

CIP Code

Requirements