1 and Concordia College (CCNY) has been delivering quality education since 1881 and is regionally accredited by the Middle States Commission on Higher Education. Concordia teacher accreditation programs are also accredited by the National Council for the Accreditation of Teachers (NCATE). & Master s Degree and New York State Certifications in EARLY CHILDHOOD & STUDENTS WITH DISABILITIES 171 White Plains Road, Bronxville, NY Concordia College will accept 15 graduate credits from candidates with MACTE accredited training! Applicants for admission are considered without regard to race, color, creed, age, sex, disability, sexual orientation, or national origin.
2 MASTER S DEGREE IN EARLY CHILDHOOD & SPECIAL EDUCATION The Montessori/Concordia Master s degree in Early Childhood/Special Education is designed principally for Montessori teachers who have completed their Bachelor s degree requirement and completed their MACTE Accredited credential. In a unique partnership, Concordia College, Bronxville, New York has agreed to accept from Montessori up to 15 equivalent graduate credits toward Concordia s 46-credit Master s degree. As a result, certified Montessori teachers seeking both a Master s degree in Early Childhood/Special Education and New York State certification in Early Childhood, Birth through Grade 2, and Students with Disabilities, are eligible. Candidates who additionally seek a New York State Childhood Certification, grades 1 through grade 6, can qualify by taking a three (3) credit graduate course in Childhood Education. This unique program will be held at New York City s West Side Montessori School (WSMS), located in Manhattan at 92nd Street and West End Avenue. CONCORDIA S MASTER S DEGREE BENEFITS: Acceptance of up to 15 equivalent graduate credits for MACTE Accredited Montessori teachers credentialed within the past ten (10) years; Reduced tuition of $625 per graduate credit for the remaining 31 credits needed for the Master s degree leading to New York State Certification. Total cost is extremely competitive with CUNY, SUNY, and private college graduate tuitions; Expected completion time is two years; Cohort model allows students to proceed through the program together; Candidates are recommended for both their Early Childhood and Students with Disabilities New York State Certifications with the option to add a third Childhood Education certification; Federal financial aid is available.
3 ADMISSIONS REQUIREMENTS The joint Montessori/Concordia Master s degree admits a cohort of approximately students each fall and spring semester, beginning with Cohort 1 in Fall Admission is limited to qualified candidates who have: Completed a Bachelor s degree with a minimum 3.0 GPA from an accredited institution of higher education. Undergraduate grade point averages lower than 3.0 require individual review. Completed a MACTE accredited Montessori credential. COURSE SCHEDULE: COHORT 1 FALL 2014 (6 cr.): EDU Foundations of Early Childhood Education, Early Intervention (online course) EDU Inclusive Practices, Family Partnerships and Differentiation in Early Childhood Education in JAN (3 cr.) EDU Literacy Instruction for theyoung Child: Multi-sensory Approaches SPRING 2015 (6 cr.) EDU Observing and Assessing the Young Child EDU Mathematics for Students with Special Needs SUMMER 2015 (7 cr.) EDU Instructive & Assistive Technology (2 cr.) EDU Classroom Management for Special Education (2 cr.) EDU Literacy Instruction for Students with Special Needs (Concordia Campus) FALL 2015 (6 cr.) EDU Teaching Students with Autism and Severe Disabilities EDU Student Teaching for Special Education SPRING 2016 EDU Research Seminar COURSE DESCRIPTIONS EDU 502: Foundations of Early Childhood This course will be an introduction to the educational policies, programs, practices, and services specific to infants, toddlers, preschool, and early elementary children (K-Grade 2). The course also emphasizes the historical, social, and legal foundations of special education. It will also include information related to young children who demonstrate delays and disabilities. Students will acquire an understanding of important theoretical and philosophical foundations upon which early childhood education and early childhood special education are based. Natural settings for early childhood development, cultural sensitivity, activity-based interventions, and individualized developmentally appropriate practices will be emphasized. Instructional strategies and programs as well as inclusive environments for young children with special needs will be explored and discussed. Students will learn how programs differ in providing accessible learning environments, social play experiences, and language-based learning for all young children. Practices will engage students in the highest level of learning in preparation of knowledge, skills, and continued growth in the area of early childhood and learning and behavioral characteristics of learners in special education. With regard to Special Education, the course will discuss foundations of early education as future programs lead to preparation for employment and independence for individuals with disabilities as adults. Students will learn to apply skills to effectively communicate and interview teachers and administrators in early childhood settings where young children with disabilities participate. Skills in creating a safe and bias-free environment that furthers developmentally appropriate practices for young children will be shared. At the completion of the course, teacher candidates will present their written narratives of an early childhood program that includes young children with special needs, based on student observation, teacher and director interviews, and student reflection. This course will culturally relevant, evidence- based practices for team collaboration that encourages mutual respect and strengthening of school/family partnerships. Fieldwork with an individual child in a school setting is required. EDU 521: Observation Course This course will emphasize student understanding of the role of assessment and evaluation in early childhood settings through observing, recording, analyzing and interpreting the behavior/characteristics and learning of young children.
4 Practices will engage students in the highest level of learning in preparation of knowledge, skills, and continued growth in the area of assessment. Students will study and use a range of assessments including standardized tests, criterion-based tests, and arena/team assessments, as well as behavioral surveys. The effects of testing and use of standardized tests related to students who are diverse, multicultural, multilingual, high risk, gifted/talented or have disabilities will be discussed in classroom groups. Students will learn to apply skills to effectively communicate and interview teachers and parents of young children, including English language learners and students with disabilities. Skills in creating a safe and bias-free testing environment that furthers the best testing practices will be shared. At the completion of the course, teacher candidates will present their written evaluation of a student, based on student observation, parent/teacher interviews, student assessment, and including recommendations for classroom strategies and modifications. This course will include best practices for team collaboration that encourages mutual respect and strengthening of school/family partnerships. Fieldwork is required. EDU 524: Arts, Play This course will emphasize culturally relevant evidence based approaches to early childhood education emphasizing play and the arts for diverse groups of learners, including English Language Learners. The objectives, organization, methods, and materials for the integration and evaluation of the specialty areas of play, music, movement, and art throughout the curriculum (including Mathematics and Literacy) will be emphasized. The course will also focus on authentic music from a variety of cultures, appropriate for use in a variety of early childhood settings including home, community-based programs, preschool and early elementary classrooms. Strategies for including young children with disabilities across settings and activities will be covered throughout the course. Students will learn games, game-songs, dances, and recreational/social songs and rhythms, as well as a variety of art projects encourage participation, social skill development and appropriate behavior. Alignment with NYS Common Core Standards will be reinforced throughout the course. EDU 529: Literacy Instruction for Students with Special Needs Principles, approaches, and strategies used in the diagnosis and remediation of reading disabilities for students in early childhood and elementary settings will be studied. Emphasis will be on the application of remedial strategies and the development of individualized reading programs designed to match student needs. In this course, students will use NYSCCS in preparation of lesson plans. Technology for literacy will be taught. edtpa lesson planning will be taught (15 hours of fieldwork is required.) EDU 530: Literacy Instruction for the Young Child: Multi-Sensory Approaches This course provides background and strategies for early literacy instruction and includes approaches to working with young children at risk for speech and languagebased learning disabilities. The course addresses early literacy components as described by the National Reading Panel. Early literacy intervention and response-to-intervention will be covered. Specifically in this course students will review dyslexia, and will learn interventions for development of phonological and phonemic awareness, explicit and systematic phonics instruction, concept of word and print awareness, remediation of miscues, and early spelling and writing instruction. Instructional considerations for English Language Learners will be covered. Multi-sensory approaches and programs such as Preventing Academic Failure, Orton-Gillingham, Recipe for Reading, use of Decodable texts and Phonics They Use/Words Their Way will be introduced. Alignment of early literacy instruction to the NYS Common Core Standards will be emphasized. 15 hours of field work with young children in literacy instruction is required EDU 531: Mathematics for Students with Special Needs This course will address curriculum development, instructional planning, and multiple research-validated instructional strategies for teaching students within the full range of mathematical abilities. It will increase skill in designing and offering differentiated instruction that provides methods of enrichment and remediation enhancing the learning of all students in mathematics. Technology and manipulatives that augment the ability to plan and implement a developmentally appropriate curriculum in mathematics will be introduced. NY State learning Standard 3 for Mathematics learning will be addressed. In addition, edtpa requirements for the teaching of mathematics will be covered in this course. Fifteen hours of fieldwork is required. EDU 541 Classroom Management for Special Education This course will emphasize the relationship of learning processes, motivation, communication, and classroom management in effective teaching. Practices will be founded to stimulate and sustain student interest, cooperation, and achievement enabling each student s highest level of learning in preparation for productive work, citizenship in a democracy, and continuing growth. The nature of students within the full range of disabilities and special health-care needs, and the effect of those disabilities and needs on learning and behavior will be considered. Skills in applying understanding to create a safe and nurturing learning environment that furthers the health and learning of all students will be shared. At the completion of the course, teacher candidates will prepare their own classroom management plan that promotes the development of positive social interaction skills fostering a sense of community, encouraging mutual respect, and
5 strengthening school/family partnerships. Field experience hours are required in inclusive and special education settings to compare and contrast styles of classroom management. EDU 553: Instructional and Assistive TechnologyThis course will explore uses of technology, including instructional and assistive technology, in teaching and learning-- and skill in selecting technology and teaching students to use technology to acquire information, communicate, and enhance learning. It also concentrates on how assistive technology can be used in schools to create accessible classrooms that increase the teaching and learning of students with disabilities. Ten hours of field experience including a visit to a center dedicated to the use of instructional and assistive technology is required. EDU 555: Inclusive Practices, Family Partnerships, and Differentiation in Early Childhood Education This course provides graduate students with an overview of typical and atypical development and the characteristics in young children with disabilities and how services under federal and state regulations/statutes are determined. Family systems, parent/family advocacy, and the influence of cultural perspectives on the education of young children with disabilities will be covered in this course. Best practice models for inclusive classroom (general education settings) learning will be presented in consideration of educating culturally diverse groups of young children and with an emphasis on differentiation in teaching. In this course, the following learning domains will be discussed: cognitive, communication, social/emotional, motor, and daily living and how these may be addressed in an inclusive environment. Models of Co-teaching will be covered in the course. Team models and planning for instruction will be discussed. Professional and ethical practices will be covered related to the legal, historical, and social foundations for early childhood special education. Fieldwork hours are required. Severe/Profound Disabilities that prepare these learners to their highest levels of academic achievement and independence. In addition, technology applications for these populations will be discussed. 12 Field hours required. EDU 559: Writing Development in the Young Child This course provides advanced study in English Language Arts instruction that aligns closely with NYS Common Core Standards. In this course, students will learn how to administer and analyze standardized literacy and writing tests and integrate the information with informal test results to develop a literacy intervention plan for young children with reading disabilities. Narrative and expository writing instruction will be emphasized. In addition, handwriting assessment and instruction will be covered in the course. Instructional techniques specific to the learning needs of students with disabilities and English Language Learners will be emphasized. Technology applications for teaching writing will be covered. This course includes a 25 hour practicum with children who have identified reading difficulties or disabilities. EDU 600: Research Seminar in Special Education This capstone course will provide the means to update knowledge and skills in the field of childhood special education and to interpret research. Teacher candidates will conduct independent research in the form of a qualitative case study. They will be expected to identify an issue/problem prevalent in their own or another teachers' classroom. They will state the issue/problem in the form of a research question, search and synthesize the prevailing current literature relative to the question, prepare methodology for qualitative research, report the findings, and relate implications for practice while identifying future related research topics. They will submit their research proposals for review to members of the college's IRRB. A final presentation will be made to the department, college, and peers. They will also refine and submit their work for possible publication. This is a Writing-Across-the-Curriculum course. EDU 557: Teaching Students with Autism and Severe Disabilities This course provides graduate students historical, social, and legal foundations and skills for working within a framework of collaborative partnerships for supporting children with autism or severe disabilities across varied classroom settings. The roles of family members and consideration of diversity and multicultural backgrounds in educating children with severe disabilities and autism will be covered. Students will learn characteristics of severe disabilities, autism, and special health care needs. This course will include a discussion of common core standards, methods of planning individualized instruction, instructional strategies that support students with Autism and
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