圣约翰大学

Childhood Education Core Courses (24 Credits)

• EDU 3241: Multi-sensory Approach to Language Learning and Phonics Instruction Part I (Field component)
• EDU 7000: Psychological Foundations of Learning
• EDU 7135: Current Trends and Research in the Teaching of Social Studies (20 Hrs. Fieldwork)
• EDU 7136: Current Trends and Research in the Teaching of Science (20 Hrs. Fieldwork)
• EDU 7137: Current Trends and Research in the Teaching of Mathematics (20 Hrs. Fieldwork)
• EDU 7195: Teaching and Learning: Childhood (20 hrs. Fieldwork)
• EDU 7266: Technology for Teaching Literacy Applications in regular and Special Education Settings
• EDU 7115: Childhood Associate Teaching or EDU 7115I- Internship
• Must be taken in your second to last semester and pass all NYS General Education exams: ALST, EAS, CST-Multi Subject, edTPA

Special Education Core Courses (24 credits)

• EDU 9700: Research in Collaborative Partnership and Strategic Instruction for General, Special and Inclusive Educational Settings: Childhood (10 Hrs. Fieldwork)
• EDU 9707: Curriculum Adaptation and Modification Planning for Exceptional Students (15 Hrs. Fieldwork)
• EDU 9711: Education and Accommodating Needs of Individuals with Exceptionalities, K-12 (15 Hrs. Fieldwork)
• EDU 9712: Education of Assessment of Individuals with Exceptionalities (Prerequisite EDU 9711) (20 Hrs., Fieldwork)
• EDU 9716: Curriculum and Instruction Design for Teaching Literacy to Individuals with Exceptionalities: Childhood (20 Hrs. Fieldwork) OR
• EDU 3242: Multi-sensory Approach to Language Learning and Phonics Instruction Part II (Field component)

Career Outcomes

The program is designed to foster the ability of teachers to development of skills, attitudes, and abilities needed to identify and remediate major learning and behavior disorders, ranging from mild to profound, regardless of etiology. Attention is also paid to diagnosis, intervention, program planning and program evaluation.

The program prepares graduates to:

• Demonstrate knowledge of human developmental processes and variations
• Demonstrate knowledge of the impact of culture, heritage, socioeconomic level, personal health, and safety, past or present abusive or dangerous environments, and factors in the home, school, and community on readiness to learn of students who have mild to profound disabilities.
• Identify the skills needed in each of these circumstances to create a safe and nurturing learning environment for students with mild to profound disabilities.
• Describe the nature of students in the full range of disabilities and special needs and the effect of those disabilities and needs on learning and behavior.
• Describe the skills needed to identify strengths, individualize instruction, and collaborate with others to prepare student with disabilities and special needs for their highest levels of academic achievement and independence.