300

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.

The course provides mandated information and instruction regarding school violence prevention and intervention, regarding child abuse detection and reporting, child abduction prevention, and regarding alcohol, tobacco, drug abuse prevention at the local, state, and federal levels of education and the law. The course also examines the role of the classroom teacher in all such reporting and prevention efforts.

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, systematic assessment, measurement, and evaluation.

This course will educate teacher candidates about learning processes, motivation, communication, and classroom management and will allow them to develop the necessary skill to apply those understandings. It will prepare individuals to address the range of behavioral differences observed in typical children and youth as well as the characteristics of learners with disabilities. Emphasis will be focused on classroom management techniques that will enhance both individual and group learning in a safe and well-organized environment. Special emphasis will be placed on managing behavior of students with disabilities and promoting development of positive social interaction skills through the teaching of school-based models to address behavior including positive behavior supports (PBS), Multi-tiered Systems of Support (MTSS), and response to intervention (RTI) programs as well as curricula and interventions to assist children and youth in developing social emotional competence, self-regulation and executive function skills. Candidates will review functional behavior assessments and behavior intervention plans. Course will also cover best practices in social emotional learning (SEL). Topics will include teaching students in P-12.

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.

This course is required for students enrolled in EDU 355 Assessment & Instruction of Students with Learning & Behavior Disorders in Inclusive Ed Settings. Students spend seven to eight weeks in a special education setting. Students will develop a Functional Behavioral Assessment (FBA), Behavior Intervention Plan (BIP) and Individual Education Plan (IEP) for a pupil.

This course is designed to provide teacher candidates with methods and strategies for assessment, diagnosis, and evaluation of students with disabilities in inclusive and/or other special education settings. There will be a focus on developing comprehensive knowledge, understanding, and skills for teaching students with mild, moderate, severe, and multiple disabilities. Emphasis will be placed on assessment procedures that incorporate high leverage practices to meet the unique needs of diverse learners who have significant learning needs. The curriculum and instruction portion of the course focuses on evidenced-based instructional practices, curriculum development, instructional planning, and multiple research-validated instructional strategies for teaching students within the full range of abilities that align with the NYS Next Generation learning standards and individual student needs. Multidisciplinary teaming and planning, in the context of Next Generation Learning Standards and the alternative performance indicators for the NYSAA, are also addressed.

Designed to provide knowledge of emergent literacy (reading & writing) development and some early language development in children from birth to 8 year olds. Course also teaches methods and strategies for teaching literacy to all birth to 8 year olds to increase school readiness. Course is open to all Fredonia students interested in helping young children develop literacy skills.

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.)

Undergraduate student participation in science education research under faculty supervision. Can be repeated for credit in multiple semesters, 1 credit per semester.