300

Identifying and reporting suspected child abuse and maltreatment; preventing child abduction; preventing alcohol, tobacco, and other drug abuse; providing safety education; providing instruction in fire and arson prevention; and preventing and intervening in school violence. The course meets the requirements for New York State certification based on the statutory requirements found in the Commissioner's Regulations subdivision 52.21.

The course will present a general introduction to central themes in Child Abuse Detection and Reporting and Abduction Prevention at the local, state and federal levels of education and the law. Students will gain a working knowledge through case study analysis, assigned readings, related journals, situational analysis, group participation, reference review, video and lecture.

The course will present a general introduction to central themes in the areas of alcohol, tobacco, and drug abuse prevention at the local, state, and federal levels, and to the role of the classroom teacher in prevention efforts. Students will develop their knowledge through discussion, situational analysis, assigned readings, Internet assignments, interviews, video and lecture.

The course is designed to provide pre-service teachers (B-12) with an introduction to essential concepts in fire safety, school violence prevention, and the social patterns of harassment, bullying and discrimination. Students will develop their knowledge through Internet assignments, assigned readings, situational analysis, group discussion, video and lecture.

An introduction to basic concepts, theories, and issues involving multicultural education, cultural diversity, and the educational system. Emphasis is on the development of a sound theoretical framework from which practical application to classroom situations will evolve. Candidates will teach, interact with, and/or observe children and youth from diverse cultural and linguistic backgrounds and employ a variety of teaching strategies.

The course examines learning environments for children ages Birth to 3 with particular emphasis on center based settings. Topics include a review of infant/toddler development, characteristics of quality education, developmentally appropriate curriculum in developmental areas, guidance based on observation and family dynamics and relations affecting infant development and growth, and parenting/teaching strategies.

Required for students enrolled in EDU 305 Cultural and Linguistic Diversity. Students spend seven to eight weeks in elementary and secondary classrooms, in traditional and/or non-traditional settings. Students will be paired to enable peer coaching and peer assisted learning to occur. Students will develop an instructional unit, and teach sample lessons; for small groups or entire classes, and incorporate multicultural concepts, including culture awareness; tolerance and acceptance; cooperative learning; multiple intelligence theory; and multicultural literature, among others.

The course is designed to familiarize the beginning teacher with various developmental and learning theories, instructional implications relating to each theory, and classroom application of relevant principles.

A methods class designed to help candidates further their knowledge and skills to plan and implement developmentally appropriate learning activities for young children (birth - age 8). Emphasis on integrated curriculum planning to meet developmental needs of young learners.

Principles, materials, curriculum, and methods for teaching in the middle school. Required for certificate extension to middle school grades.

Basic study of school law as applied to the organization of education from the federal and state perspective. Special attention is focused on the teacher and the law with respect to tort liability, due process, rights and responsibilities of teachers, students and parents. Impact of court decisions on the school.

Areas of psychology utilized in the teaching and learning processes. Analyzing and interpreting scientific data related to individual differences, growth, learning, group processes, and evaluation.

Examination of significant research in areas of human learning and motivation as they relate to effective instructional strategies. An investigation into how teachers can translate theories and research from such areas as achievement motivation, learner cognitive style, emotional climate of the classroom, concept learning, creativity, and problem-solving into constructive classroom action.

Critical examination of students with special needs in inclusive educational settings with an emphasis on the connections between core curriculum, ongoing assessment, and varied instructional strategies. Principles, procedures, and the application of various assessment techniques will be discussed. Organization, development, implementation, modification, and evaluation of instruction across the curriculum will be presented.

An examination of the etiology, characteristics, and psychological development associated with developmental disabilities. While focusing largely on mental retardation, the course is non-categorical in orientation. Particular attention is paid to techniques and strategies for integration of developmentally disabled children into the mainstream of education.

In this service learning course, college students will serve as mentors for K-5 pupils outside the classroom (12-15 hours). Critical issues regarding working with youth, particularly in urban schools, will be addressed and explored through professional development sessions (3-6 hours).

Study of special areas in education not covered by existing courses, with special emphasis on Curriculum and Instruction. Content varies from semester to semester. Students should consult the appropriate online Course Offerings and department notices.

Study of special areas in education not covered by existing courses, with special emphasis on Language, Literacy, and Leadership. Content varies from semester to semester. Students should consult the appropriate online Course Offerings and department notices.

This 2 credit course is a pre-requisite for the Belize Service Learning Project (INED 499). It provides an orientation to the elementary schools, students and teachers in Belize and to Belizean culture in general. It prepares participants to work with cooperating teachers in Belizean schools. Participants design instructional activities and create educational materials that will be donated to cooperating schools and the Belizean Scouts Organization after INED 499. Open to all students in Early Childhood, Childhood, and Childhood Inclusive Education, Adolescence Education, Social Work, Communication Disorders, Music Education, Music Therapy, graduate students in the COE, and other interested students. (Students may take EDU 395 for their own enrichment without participating in the January trip to Belize.)