Frequently Asked Questions:

•Can I major in Adolescence Inclusive Education?
Teacher candidates seeking Adolescence Inclusive Certification must complete the Adolescence Inclusive Education Program coursework in addition to one of the following academic majors: Biology, Chemistry, Earth Science, English, French, History, Mathematics, Physics, or Spanish. For information on dual science teacher certification, click here. The Adolescence Inclusive Education Program is fully registered with the New York State Education Department and graduates meet all requirements for New York State Initial Certification.

Course Descriptions for Adolescence Inclusive Education Program

EDI 413                      Introduction to Special Education (B)
Introduces teacher candidates to characteristics and identification of students with exceptionalities according to state and national standards and laws. Explores issues of diversity across race, culture, language, gender, religion, disability, and socioeconomic status; issues of family/professional partnerships, learner-centered constructivism, collaboration and consultation skills, and community building.  Addresses philosophy of inclusion and collaboration for all students, effective teacher performance, and special education laws.

EDI 414                      Methods in Special Education
Prerequisite: Phase I EDI courses. Co requisite: Phase II EDI courses. Explores the selection, modification, application, and evaluation of inclusive curricular materials and instructional techniques for learners with disabilities.  Addresses the learners' abilities, learning rates, and styles of learning. Includes the use of assistive technology services and devices. Emphasizes development of a positive and supportive learning environment for all students. A 50 hour field component is required.

EDI 419                      Assessment in Special Education (B)
Prerequisite: Phase I and Phase II EDI courses. Co requisite: Phase III EDI courses.  Prepares teacher candidates with the skills, theory, practice, and knowledge needed to engage in quality assessment of special education students. Examines principles and criteria of evaluative and diagnostic techniques, norm referenced testing, criteria/referenced testing, and informal teacher-made tests. Explores the use and understanding of standardized tests and test scores in statewide assessments; necessary skills in the practical application of classroom assessment for special education students.

EDI 430                       Education and Society (D, I, W)

Prerequisite: Admission to the program. Completion required prior to practicum.  Introduces students to the social, cultural, historical, and philosophical foundations of education. Addresses the changing roles of teachers within the context of contemporary educational settings.

EDI 431                      Language Skills in Middle and High School Content Areas I

Prerequisite: Admission to Adolescence Inclusive Education Program. Corequisite: EDI Phase I courses.
Focuses on the reading and listening for meaning critical to learning content knowledge. Examines individual differences among learners; multiple approaches and strategies to improve students' thinking and learning. Requires analysis of reading and listening skills and abilities essential to successful learning in multiple disciplines. Identifies successful strategies used to be effective readers and listeners; uses these as bridges to construct instructional units that improve performance.

EDI 432                      Language Skills in Middle and High School Content Areas II

Prerequisites: EDI Phase I.  Corequisite:  Phase II courses.  Achieves an understanding of speaking and writing processes and experiences that help students write and speak with an authentic voice; develop a high degree of fluency; produce writing and verbal presentations of consequence. Covers using writing and verbal presentations to create and explore thinking; to make learning personal; to exercise intellectual independence; to struggle with difficult learning; to engage imagination in learning.

EDI 445                      Inclusive Middle Level Teaching in English.
Prerequisites: Admission to Inclusive Adolescence Education Program.  Corequisite:  EDI Phase I courses.
Introduce methods and strategies involved in inclusive teaching of middle level English.  Focuses on NYS Core Curriculum and Learning Standards.  Explores nature of teaching, instructional planning, collaboration on unit design and lesson plans, assessment, teaching portfolios.  Includes planning and practice teaching, reflection on peers’ evaluative feedback.  Requires a 50 hour field experience in a middle level school, grades 5-9.

EDI 446                      Inclusive Middle Level Teaching in Mathematics. 
Prerequisites: Admission to Adolescence Inclusive Education Program.  Corequisite:  EDI Phase I courses.
Introduce methods and strategies involved in inclusive teaching of middle level mathematics. Focuses on NYS Core Curriculum and Learning Standards. Explores nature of teaching, instructional planning, collaboration on unit design and lesson plans, assessment, teaching portfolios. Inclusive planning and practice teaching, reflection on peers’ evaluative feedback.  Requires a 50 hour field experience in a middle level school, grades 5-9.

EDI 447                      Inclusive Middle Level Teaching in Science.
Prerequisites: Admission to Adolescence Inclusive Education Program.  Corequisite:  EDI Phase I courses.
Introduce methods and strategies involved in inclusive teaching of middle level science. Focuses on NYS Core Curriculum and Learning Standards.  Explores nature of teaching, instructional planning, collaboration on unit design and lesson plans, assessment, teaching portfolios. Inclusive planning and practice teaching, reflection on peers’ evaluative feedback.  Requires a 50 hour field experience in a middle level school, grades 5-9.

EDI 448                      Inclusive Middle Level Teaching in Social Studies.
Prerequisites: Admission to Adolescence Inclusive Education Program.  Corequisite:  EDI Phase I courses.
Introduce methods and strategies involved in inclusive teaching of middle level social studies.  Focuses on NYS Core Curriculum and Learning Standards.  Explores nature of teaching, instructional planning, collaboration on unit design and lesson plans, assessment, teaching portfolios. Inclusive planning and practice teaching, reflection on peers’ evaluative feedback.  Requires a 50 hour field experience in a middle level school, grades 5-9.

EDI 449                      Inclusive Middle Level Teaching in Foreign Language.
Prerequisites: Admission to Adolescence Inclusive Education Program.  Corequisite:  EDI Phase I courses.
Introduce methods and strategies involved in inclusive teaching of middle level foreign language.  Focuses on NYS Core Curriculum and Learning Standards.  Explores nature of teaching, instructional planning, collaboration on unit design and lesson plans, assessment, teaching portfolios. Inclusive planning and practice teaching, reflection on peers’ evaluative feedback.  Requires a 50 hour field experience in a middle level school, grades 5-9.

EDI 465                      Teaching English Inclusively.
Prerequisites: EDI Phase I courses.  Corequisite: Phase II courses.  Focuses on inclusive teaching strategies in English including lesson planning, instruction, and assessment.  Emphasizes secondary curriculum content and NYS ELA technological applications that apply to teaching and learning.  Requires teacher candidates to take an active role in becoming a reflective practitioner, working on personal portfolios, and reading research articles.  Requires a 50 hour field experience in a high school inclusion classroom, grades 9-12.

EDI 466                      Teaching Mathematics Inclusively.
Prerequisites: EDI Phase I courses.  Corequisite: Phase II courses.  Focuses on inclusive teaching strategies in mathematics including lesson planning, instruction, and assessment.  Emphasizes secondary curriculum content and NYS MST standards and technological applications that apply to teaching and learning.  Requires teacher candidates to take an active role in becoming a reflective practitioner, working on personal portfolios, and reading research articles.  Requires a 50 hour field experience in a high school inclusion classroom, grades 9-12.

EDI 467                      Teaching Science Inclusively.
Prerequisites: EDI Phase I courses.  Corequisite: Phase II courses.  Focuses on inclusive teaching strategies in science content areas, including lesson planning, instruction, and assessment.  Emphasizes secondary curriculum content and NYS MST standards and technological applications that apply to teaching and learning.  Requires teacher candidates to take an active role in becoming a reflective practitioner, working on personal portfolios, and reading research articles.  Requires a 50 hour field experience in a high school inclusion classroom, grades 9-12.

EDI 468                      Teaching Social Studies Inclusively.
Prerequisites: EDI Phase I courses.  Corequisite: Phase II courses.  Focuses on inclusive teaching strategies in social studies, including lesson planning, instruction, and assessment.  Emphasizes secondary curriculum content and NYS social studies standards as well as technological applications that apply to teaching and learning.  Requires teacher candidates to take an active role in becoming a reflective practitioner, working on personal portfolios, and reading research articles.  Requires a 50 hour field experience in a high school inclusion classroom, grades 9-12.

EDI 469                      Teaching Foreign Language Inclusively
Prerequisites: EDI Phase I courses.  Corequisite: Phase II courses.  Focuses on inclusive teaching strategies in foreign language, including lesson planning, instruction, and assessment.  Emphasizes secondary curriculum content and the NYS second language standards and technological applications that apply to teaching and learning.  Requires teacher candidates to take an active role in becoming reflective practitioners, working on personal portfolios, and reading research articles.  Includes 30 hours of field experience in a high school inclusion classroom, grades 9-12.

EDI 475                      Practicum in Adolescence Education with Seminar

Prerequisites: Phase I, II and III courses.  Supervised full-time teaching experience in middle childhood and adolescence classrooms and settings.  The semester is divided into two placements; one in grades 5-8, the other in grades 9-12.  This is the final course taken in the Adolescence Certification Program. 

PRO 370                     Health and Drug Education for Teacher Candidates
Prepares childhood, adolescence, and physical education teacher candidates to increase their awareness of personal health, safety, nutrition, and factors that affect students’ readiness to learn. Enhances skills in applying the understanding to create a learning environment free of alcohol, tobacco, and other drugs and fosters the health and learning of all students. Provides SAVE (Schools Against Violence Education Legislation Certification and Child Abuse Detection Training.

PSH 484                      Adolescence
Investigates the physical, social, emotional, intellectual, and moral developmental period of early adolescence as it differs from later adolescence.  Includes such topics as individual learning styles, changes in the family structure, social contexts, threats to health and safety, risk behavior in contemporary society, interpersonal relations, and exceptionality.  Explores communication models and the knowledge and skills related to conferencing with teacher candidates, parents, and others.  Integrates self-understanding and the understanding of others into an effective style of group leadership.