Education

The Educational Studies and Teacher Preparation Department, located in the School of Education and Human Development (SEHD), offers a major in Curriculum and Instruction with tracks leading to certification in Elementary Education or Special Education. SEHD also offers minors in Educational Studies and Special Education open to all interested undergraduates. A Five-Year Integrated Bachelor's-Master's Degree is available for candidates interested in earning a dual certification (cross-endorsement).Candidates are advised by the faculty advisors in the Department of Educational Studies and Teacher Preparation.

Undergraduates wanting to declare a major in Curriculum and Instruction should meet with the Program Director no later than first semester sophomore year.  Students who seek teacher certification after sophomore year can be considered for the Five-Year Integrated Bachelor’s-Master’s Degree with certification. Anyone interested in applying to the Five-Year Program must first declare the minor.

Decisions for formal admission to any Five-Year Integrated Bachelor and Master of Arts teacher education programs are made by October 15 and March 15 for Level I and on February 1 for the graduate year.

Undergraduates wanting to declare a minor in Educational Studies or Special Education should meet with the Program Director as early in their studies as possible.

Information sessions for education programs are offered each semester, and the faculty of the Educational Studies and Teacher Preparation Department are available for individual advising by appointment throughout the year.

Teacher Education

Candidates interested in pursuing certification to teach Elementary Education (Grades Pre-K-6), or Special Education (Grades Pre-K-12) can do so through the major in Curriculum and Instruction or through one of the 5-year Bachelor and Master of Arts Programs in Teacher Education.

Candidates interested in pursuing certification to teach Secondary Education (Grades 4-12) can do so through the Secondary Education certification track with a major in a content area.  This track requires a minor in Educational Studies and a content area major housed in the College of Arts and Sciences (CAS). Any candidates interested in secondary certification in 4 years will have an advisor from CAS and SEHD.

The Teacher Education Programs prepare scholar-practitioners who have the knowledge, skills, and dispositions to enact meaningful connections between theory and practice, promote a developmental model of human growth and learning, exercise ethical professional judgment and leadership, and advocate for quality education for all learners. As members of an inclusive community of learners, we (university faculty, experienced and aspiring classroom teachers, and community members and leaders) work together to create and sustain exemplary learning environments that empower Pre-K-12 students to become engaged, productive citizens in their communities. Across all programs, our foci for inquiry and action include the socio-cultural and political contexts of education and schooling, the complexities of teaching and learning, teacher work and professional cultures, culturally relevant understandings of human growth and development, and socially responsible uses of technology in schooling and society.

Admission

Curriculum and Instruction

Elementary Education and Special Education Tracks

The Educational Studies and Teacher Preparation Department in the School of Education and Human Development offers an undergraduate degree in Curriculum and Instruction for aspiring educators in two tracks. This four-year degree major will allow students to serve as an educator with an initial certification in Elementary Education or Special Education.

Students in the Curriculum and Instruction Program will leave Fairfield in four-years with both a bachelor of arts degree and an initial teaching certification in the state of Connecticut. CT’s teaching certificate has reciprocity in 35 states.  Meet with the certification officer to discuss specific state requirements for certification in other states.

Students pursuing the Curriculum and Instruction major will be required to complete a variety of fieldwork experiences as part of their coursework. Students are also required to complete a semester of student teaching in their discipline (Elementary or Special Education). These hands-on experiences are critical for students to be equipped with the skills needed to be a successful certified educator. Preparing for a career as an educator requires more than just completion of a list of courses. In this program, students will study and work in local schools, developing their understanding of students, their families, and their communities. At the School of Education and Human Development, you will teach under the careful mentoring of our faculty and local teachers during a sequence of student teaching experiences in the field, service learning opportunities, and internships in local schools.

This degree is organized around reflective inquiry and socially responsible professional practice. Guided by the School of Education and Human Development’s conceptual framework, we are committed to educating scholar-practitioners who have the knowledge, skills, and dispositions to: enact meaningful connections between theory and practice; promote a developmental model of human growth and learning; exercise ethical professional judgment and leadership; and advocate for quality education for all learners.

Students seeking certification must maintain at least a B (3.00) GPA. Due to the centrality of the teacher’s responsibility to the learner, to the school and to the greater community, candidates whose academic standing and/or technical skills are marginal or inadequate, who do not embody a socially responsible professional disposition, or who demonstrate unsuitable personal qualities, will not be recommended for continuation in the teacher preparation program, student teaching placement, or state certification. In addition, all prospective and admitted candidates to an undergraduate teacher education program are expected to demonstrate the personal and professional dispositions that are embodied in the Mission Statement of the School of Education and Human Development and outlined in the ethical codes of their chosen profession.

Academic records will be formally reviewed at the end of the fall, spring, and summer terms. Students who do not meet the stated requirements will be placed on Academic Probation. The purpose of academic probation is to alert the student and the institution to the problems associated with the student's academic performance and to recommend or implement strategies for improvement. The continuation of poor academic performance will result in the dismissal of the student. Faculty advisors are notified of all advisees placed on academic probation.

Please note that the School of Education and Human Development’s GPA requirements are higher than Fairfield University’s due to state teacher certification regulations.

  • First semester, first-year students with a GPA below 1.90 will not be placed on academic probation for their second semester, but they will lose their right to participate in extracurricular or co-curricular activities.
  • Students with 29 or fewer credits earned by the end of the second semester, or the first year at Fairfield, will be placed on academic probation if the overall GPA is below 2.00.
  • Students with 30-59 credits earned will be placed on academic probation if the overall GPA is below 2.50.
  • Students with 60 or more credits earned will be placed on academic probation if the overall GPA is below 3.00.

A student who has earned 75 or more credits but not met the GPA requirement of 3.0 may not be eligible to student teach which is required for teacher certification. Any student who does not successfully complete student teaching will not be recommended for certification by Fairfield University.

Degree Requirements

At the time of graduation, a student must have earned a minimum of 120 credits and completed at least 38 three- or four-credit courses, depending on the course of study. However, no simple accumulation of credits is sufficient in itself to qualify for a degree from Fairfield University. Rather, students are expected to have completed with success all of the assigned courses that constitute the curriculum of their choice. The curriculum consists of courses that fall into the required categories of core curriculum, major, and electives. A second major, minor, and concentration are also an option. Students in the School of Education and Human Development must have a minimum grade average of 3.0 (B) or better overall and in their major.

Change of School

Students may transfer into the School of Education and Human Development from the Dolan School of Business, College of Arts and Sciences, Marion Peckham Egan School of Nursing, or School of Engineering and Computing if their overall grade point average is 2.80 or better.

Five-Year Integrated Bachelor’s-Master’s Degree Program for Initial Certification: Elementary Education, Special Education, Secondary Education

To be admitted to the Five-Year Integrated Bachelor’s-Master’s degree teacher education programs, students must first declare the minor in Educational Studies or Special Education; successfully earn 45 credits; maintain a minimum GPA of 3.00 in their certification major and 2.67 cumulative GPA.

There are two phases of the admission process to the Five-Year Program: Level I (undergraduate phase) and admission to the graduate phase of the Five-Year Program. Level I does not guarantee admission to the Five-Year Program.

Application to Level I

To be admitted to the undergraduate phase of the teacher education program (Level I), students must:

  1. Declare a minor in Educational Studies or Special Education.
  2. Elementary or Secondary Education tracks: Major in an approved discipline within the College of Arts and Sciences.
  3. Special Education: Major in any discipline and maintain a 3.0 GPA and earn a minimum grade of B in EDUC 2201 Explorations in Education and EDUC 3350 Special Learners in the Mainstream.
  4. Successfully earn 45 credits.
  5. Possess and maintain a minimum of 2.67 overall GPA.
  6. Maintain a 3.00 GPA in their certification area major.
  7. Complete Level I Application to the undergraduate phase of the Five-Year Program.
  8. Meet with the appropriate Educational Studies & Teacher Preparation Program faculty to discuss major and minor requirements.
  9. Submit an application as early as spring of sophomore year and no later than spring of junior year. 

Application to GRADUATE PHASE OF THE FIVE-YEAR PROGRAM

To be admitted to the graduate phase of the Five-Year Program, students must complete and submit the following online by February 1 of their senior year (the application fee is waived for current students):

A complete application (apply online) which includes: 

  1. A professional resume
  2. A personal statement describing intent for studying in the program
  3. Official transcript (minimum GPA of 2.67 and 3.0 in major)
  4. Two recommendations
  5. Have taken one of the following tests: the Praxis Core, SAT, ACT, or GRE and provide official scores for their file. Applicants who do not have passing scores on one or more sections may be required to remediate any deficient area. Remediation may include re-taking and passing the sections that were not passed, taking additional coursework, or other remediation activities. If additional courses are required the candidate must complete the coursework at a grade of B (3.0) or higher and provide an official transcript to the School of Education and Human Development Dean’s Office prior to starting student teaching or internships. Students should contact their advisor for additional details and recommendations. If students provide their social security number to ETS at ets.org/praxis when registering for the Praxis Core exam, the reported score will automatically be uploaded to their Fairfield application file. Fairfield University’s code is 3390.
  6. An admission interview with program faculty
  7. Record of immunizations

Students seeking certification must maintain at least a B (3.00) average in their major or the relevant content area courses  to pursue the 5th year. In view of the teacher’s role in the school and community, candidates whose relevant academic productivity is marginal or inadequate, who do not embody a socially responsible professional disposition, or who demonstrate unsuitable personal qualities, will not be recommended for continuation in the teacher preparation program, student teaching placement, or state certification. In addition, all prospective and admitted candidates to an undergraduate teacher education program are expected to demonstrate the personal and professional dispositions that are embodied in the Mission Statement of the School of Education and Human Development and outlined in the ethical codes of their chosen profession.

Academic Advisement Notice

Teacher education minor candidates should seek academic advisement from their advisor in their major and an educator advisor to ensure that planned program requirements are fulfilled for their major and core requirements, educational studies minor, and their teacher education program.

Background Check and Fingerprinting

All students in school-based certification programs and registered in courses with fieldwork components may be required to be fingerprinted and have a background check conducted in the districts(s) where they are placed. Multiple fingerprinting and background checks may be required if placed in different districts. Please contact the course instructor or program director for information.

Teacher Internship Program

The School of Education and Human Development offers teaching internships for both certified and non-certified teachers studying for a Master’s Degree or Sixth Year Certificate at Fairfield.

The internship gives you a full-time, hands on experience in a public school setting and up to $15,000 per year towards your studies, while offering local schools additional competent staff members and potential future employees.

For more information or an application, students should email the internship coordinator, specifying whether they are interested in the internship for certified or non-certified teachers.

All applications for the internship program are reviewed on a rolling basis. You must be formally admitted to the Master’s Degree Program to be eligible.

Minority Teacher Incentive Grants

The Minority Teacher Incentive Grant Program provides up to $5000 a year for two years of full time study in a teacher preparation program, usually junior or senior year, as long as the student is an admitted education major or minor and completes all the requirements.

As an added bonus, students may receive up to $2500 a year, for up to four years, to help pay off college loans if they teach in a Connecticut public elementary or secondary school.

To qualify, students must be a full-time college junior or senior of African-American, Hispanic/Latino, Asian-American, or Native American heritage, and be nominated by the chair of the Educational Studies and Teacher Preparation Department. To apply, obtain a nomination form from the Connecticut Office of Higher Education's website.

Education

EDUC 2201 Explorations in Education    3 Credits

In this course, students/candidates discover how education is accomplished in schools through the social construction of teaching and learning. Through participant observation, service learning, reflections, assigned readings, class discussions and collaboration, candidates contribute positively to student learning in local schools and communities with diverse (socioeconomic, linguistic, race/ethnicity) populations, understand the complexities of schooling from multiple insider perspectives, and engage in the process of discerning whether to pursue a career in education. Successful completion of this course is one of the prerequisites for admission to the teacher education program. Approximately 25 hours of service in a local school is required.

EDUC 2329 Philosophy of Education: An Introduction    3 Credits

This course applies the basic concepts of philosophy to education in general and to contemporary education theory in particular to acquaint educators with philosophical terminology, to improve the clarity of their thinking, and to encourage personal commitment to their own life philosophies. It also provides the opportunity to ask fundamental questions about the aims and purposes of education and schooling in a multicultural democratic society; the ethical dimensions of the teaching/learning relationship; the effects of poverty and injustice on the lives of young people, their families and communities; and the role of the imagination in transforming the world. A range of philosophical perspectives will be explored including Jesuit Education/Ignatian Pedagogy, Deweyan Progressive education, and Freirian Critical Pedagogy.

EDUC 2341 Culturally Responsive Teacher    3 Credits

In this course, students will gain a deeper understanding of the knowledge, skills, and dispositions necessary to teach students from varied racial, cultural, and ethnic backgrounds. Students will examine their own assumptions about social identity and its influence on the teaching and learning process. Additionally, they will apply culturally responsive and sustaining strategies that promote high standards and inclusive learning environments.

EDUC 3241 Educational Psychology    3 Credits

This course considers a particular application of the more important psychological principles to educational theory and practice, embracing a systematic study of the educable being, habit formation, phases of learning, intellectual and emotional growth, and character formation. The course, which includes a 15-hour field experience in an approved, ethnically diverse public school setting, also examines individual differences, transfer of training, interest, attention, and motivation insofar as they influence the teaching process.

EDUC 3350 Special Learners in the Mainstream    3 Credits

This course familiarizes the mainstream professional with the special learning needs of children and youth with intellectual and developmental disabilities, learning disabilities, emotional disturbances, severe disabilities, multiple disabilities, and those who are gifted and talented. Topics include methods of identifying and working effectively with children and youth with special learning needs in the regular classroom; the roles and responsibilities of counselors, psychologists, educators, and ancillary personnel as members of a multidisciplinary team in planning educational services for exceptional learners; and laws that impact on assessment, placement, parent and student rights, and support services. This course may require a fieldwork component as part of the evaluation process. Note: This course is not for those pursuing an initial certificate or cross-endorsement in special education; it is for general educators and students in affiliated fields of study.

EDUC 4405 Contexts of Education in the Primary Grades    3 Credits

Based on current theory and practice in multicultural education, learning theory, child development, and classroom management, this course provides the opportunity to learn about and design learning environments in which primary grade children thrive, build supportive learning communities, and develop social conscience.

EDUC 4431 Extending Literacy in the Elementary School: Grades 3-6    3 Credits

Prerequisite: EDUC 4437.

This course explores the continuation of literacy development and learning, with emphasis on content-area literacy development in the later elementary grades. Guided by current research and practice in literacy, pedagogy, human development, and multicultural education, candidates learn to assess and develop children's literacy strategies and skills, organize and facilitate group and individual learning in reading and writing, and design and carry out content-based curriculum to support continued literacy development and social responsibility. The course addressed the integration of visual and performing arts and appropriate use of electronic technology, includes collaborative work with cooperating teachers, and requires at least two hours per week of fieldwork in priority school districts.

EDUC 4437 Developmental Literacy in Elementary School: Primary Grades    3 Credits

This course explores developmental literacy, with an emphasis on primary grades. Guided by current research and practice in literacy, pedagogy, human development, and multicultural education. Candidates assess and develop children's literacy strategies and skills; organize and implement group and individual instruction in reading and writing; develop a technologically current, literate classroom environment; and design curriculum to support literacy development and social responsibility. Course requirements include: collaborative work with peers and cooperating teachers, an extensive case study, and at least two hours per week of fieldwork in a priority school district.

EDUC 4447 Learning Mathematics in Elementary School    3 Credits

In accordance with the professional standards for teaching mathematics, this course emphasizes the important decisions a teacher makes in teaching: setting goals, selecting or creating a variety of appropriate mathematical tasks, supporting classroom discourse; integrating mathematics across the curriculum; assessing student learning; and creating a supportive classroom environment. During this course, candidates explore the relevance of theory in the classroom. In addition, candidates investigate the development of specific concepts such as computation and geometry in elementary age children. Candidates engage in adult-level mathematics activities designed to increase an understanding of mathematics, examine the latest research on how children learn mathematics, and explore strategies for dealing with diverse learners. Additionally, as socially responsible educators, candidates examine how mathematical practices and teaching methods are influenced by underlying theoretical principles linked to history and the position of the classroom teacher. Course requirements include on-site fieldwork in an elementary school for a minimum of two hours per week during the semester.

EDUC 4455 The Literate Learner: Developmental Reading in Middle and Secondary School Grades 5-12    3 Credits

In this course, designed for new and experienced middle and high school educators, candidates explore and use cutting edge theory and best practices in literacy research to support powerful student learning across curricular area, with an emphasis on reading comprehension at the secondary level. Candidates learn a repertoire of research-based strategies and tools to help diverse learners make meaning from a variety of texts in their subject area, including non-print and media texts. Areas explored include questioning techniques, concept development, study strategies, and assessment. Candidates will infuse critical and strategic instructional strategies for teaching reading and communication into content area curriculum. Candidates not currently teaching will be expected to work with a teacher in a high needs school for 25 hours in order to complete the requirements for the course.

EDUC 4497 Teaching Science and Social Studies in the Elementary Classroom    3 Credits

This course includes a comprehensive study of the principles, methods, and materials necessary for teaching science at the elementary level. Candidates explore effective elements of instruction as they relate to practical applications in the classroom. The course addresses teaching science through readings, active participation in class activities, lesson/unit plan design and micro-teaching, class discussions, and individual reflections. Guided by current research and practice in science education, candidates in this course design science curricula for the elementary grades that develop content knowledge, science inquiry skills, critical thinking, problem solving, social responsibility, and technological competence. This course includes a required 10-hour field component.

EDUC 4499 Research for Action and Advocacy in School and Community Settings    3 Credits

This course is designed for pre-service teachers, to learn action research methodologies by engaging in authentic action research projects in schools and/or community settings. Through critical self-reflection, discussions, and review of relevant literature, candidates in this course gain knowledge and competence in designing and implementing socially responsible research through advocacy projects.

EDUC 4565 Evidence-Based Strategies in Inclusive Classroom    3 Credits

Prerequisite: EDUC 3350.

This course builds on the foundational knowledge about exceptional learners examined during EDUC 3350 and shifts the focus to strategies that can be used to differentiate instruction for exceptional learners in the inclusive classroom. General education candidates will learn about their role in the pre-referral/referral process and how to develop IEP goals and objectives. Next, candidates will be introduced to a range of social and academic assessment devices that are used to drive instruction. Using videos and case studies, candidates will analyze patterns of behavior in order to design evidenced-based classroom behavior management plans. By the end of the course, candidates will be able to make modifications to their curriculum, and accommodations to their instructional delivery, to meet the needs of exceptional learners.

EDUC 4581 Directed Observation and Supervised Student Teaching: Secondary Education    6 Credits

This course offers a semester-long experience in a local school for qualified candidates in secondary teaching. Participants engage in observation and teaching five days each week. Emphasized concepts include classroom management dynamics, teaching techniques, lesson plan organization, and faculty duties. Candidates receive assistance from their university supervisors and the cooperating teacher(s), who must observe and evaluate each student. Candidates must register with the director of student teaching placement at the beginning of the previous semester.

EDUC 4583 Elementary Student Teaching: Immersion in a Community of Practice    6 Credits

Corequisite: EDUC 4584.

Prerequisites: EDUC 4447 and EDUC 4497.

This course offers a stimulating semester-long experience in an elementary school classroom within a local priority school district. Under the guidance of university supervision and intensive mentoring by cooperating teachers, participants quickly assume full teaching responsibilities, including curriculum and lesson planning anchored in the principles of multicultural education and social responsibility, differentiated instruction, and effective organization and management, while carrying out other faculty duties, including participation in school governance and professional development. As educators for social justice and social responsibility, they engage in related school and community-based activities with students, families, and community members. Participants must register with the director of student teaching placement at the beginning of the previous semester. Enrollment requires performance-based assessment including, but not limited to, successful completion of all prerequisite certification track courses and requirements while a matriculated candidate in the Elementary Education MA program, permission of the elementary education program director, and an interview with the director of student teaching placements. Restrictions: Curriculum and Instruction Majors ONLY.

EDUC 4584 Reflective Practice Seminar: Elementary Education    3 Credits

Prerequisites: EDUC 4447 and EDUC 4497.

Participants take this weekly seminar concurrently with student teaching. Although much of the seminar's subject matter flows from the ongoing student-teaching experience, it deliberately addresses issues such as socially responsible teaching, professional disposition and habits of mind, teacher research, school governance, mandated Connecticut testing, classroom management, conflict resolution, communication with parents/caregivers, sensitivity to multicultural issues, and special education. The course stresses continued reflective practice and professional development, including development of a professional portfolio, continued study and research, and establishing a supportive collegial network. Restrictions: Curriculum and Instruction Majors ONLY. Corequisite: EDUC 4583

EDUC 4598 edTPA Portfolio    0 Credits

Prerequisites: EDUC 2201, EDUC 3350, SPED 4410, SPED 4411, SPED 4413, SPED 4417.

This course provides students with strategies for the development of their edTPA portfolio. It is taken in conjunction with the following student teaching and DSAP seminars: EDUC 4584, EDUC 4589, EDUC 4591, EDUC 4592, EDUC 4593, EDUC 4594, SPED 4954, TSLA 4582.

Educational Technology

EDTC 4301 Introduction to Educational Technology    3 Credits

This course covers the principles and applications of technology literacy in education. Topics include designing effective teaching strategies and environments conducive to learning, application of media and computer technologies in teaching, the use of the Web in teaching K-12, Microsoft Office applications, developing home pages, evaluating software, and examining new technologies for education. A field experience is included in this course.

EDTC 4304 Imagining Libraries in the 21st Century    3 Credits

This course will focus on the ongoing transformation and re-orientation of public and academic libraries in an age of ubiquitous access to digital content. The role of the library will be examined from its mid-20th century position of largely storing paper-based materials and providing the professional services that allowed user to access those materials, to its evolving status as a service provider - offering everything from streaming videos and downloadable e-books to community events and craft- and technology-based maker spaces. The course will culminate with each student creating a digital vision of the library of the future.

EDTC 4305 Copyright, Censorship, and Information Control    3 Credits

This course will offer an in-depth examination of the larger question of who controls information. Beginning with a review of the concept and history of copyright laws as a means for assuring economic control, the course will then move into an analysis of censorship by schools, local communities, and national governments. A major portion of the course will also address the relatively new issue of information control effected by digital means - from the use of search engines and misinformation to influence public opinion to the tracking of individuals and the data harvesting that has become the primary economic driver of so many technology platforms.

EDTC 4312 Expanding Education through Informal Learning Environments    3 Credits

This course will examine the ways in which Informal Learning Environments (ILEs) are embedded in a wide range of the 21st century’s social and entertainment activities - and how these experiences of these types can be leveraged to move learning outside of its traditionally conceived homes in schools and libraries. Among the ILEs discussed will be zoos and aquariums, museums, mobile games, streaming content, escape rooms, and more. The course will culminate with each student producing an example Informal Learning Environment module using the technologies of their own choice.

EDTC 4313 Online Training for Lifelong Learning    3 Credits

This course will focus on ways in which teachers, trainers, and technology support professionals can use a variety of online tools to engage learners of all ages and types. Students will explore ways to effectively employ podcasts, screen captures, videos, and authoring software to create and support online learning, as well as how to consider relevant technological issues such as file types, bandwidth, policies, and mobile device access.

EDTC 4314 Literacies Across History and Cultures    3 Credits

This course will explore how humans have communicated their ideas across space and time – in essence, what does it mean to be what we now call “literate,” why did literacy arise, and what purposes does it serve? Students will endeavor to define different modes of communication (or literacies) in an age of globalization and of digital information, and look at these “literacies” through various historical, social, and cultural perspectives.

EDTC 4315 Technologies for Building Online Learning Engagement    3 Credits

This course will be offered as can be arranged by faculty with a local museum, library, non-profit, or other institution. Students will spend their semester do in-depth studies of the specific type of organization of focus, and will then collaborate in with staff at the organization to learn how the education takes place there and to complete a project that will be used as part of the entity’s educational offerings.

EDTC 4316 Informal Learning Environments (ILE) Practicum    3 Credits

This course will be offered as can be arranged by faculty with a local museum, library, non-profit, or other institution. Students will spend their semester do in-depth studies of the specific type of organization of focus, and will then collaborate in with staff at the organization to learn how the education takes place there and to complete a project that will be used as part of the entity’s educational offerings.

EDTC 4317 AI in Teaching & Learning    3 Credits

This course will explore the current possibilities and serious challenges of generative AI for classroom teachers and other educators of all types. Topics covered will include understanding how generative AI operates from a technological standpoint; the role that generative AI can play in a variety of educational settings, from K-12 public schools to universities to informal learning environments ; and the development of appropriate policies and guidelines to support AI use. No previous experience with AI or computer programming is required.

Special Education

SPED 1010 Fairfield/Westport Transition    0 Credits

SPED 4403 Foundations in Research and Evaluation of Psychoeducational Issues in Special Education    3 Credits

This course is designed to introduce candidates to a range of children and adolescents with exceptional learning needs (ELN), to the intent of special education law and the process of identification and evaluation of exceptional learners, and to the foundational research on the complex issues and problems that affect these students. Topics include methods of identifying and working effectively with children and youth with special learning needs in the regular classroom; the roles and responsibility of counselors, psychologists, educators and ancillary personnel as members of a multidisciplinary team in planning educational services for exceptional learners; laws that impact on assessment, placement, parent and student rights, and support services. In this course, candidates are introduced to a range of quantitative and qualitative research designs and the methodological tools to analyze data. Through discussion of issues, candidates consider how research can be a valuable tool that helps teachers systematically reflect on learning and evidence-based practices. Using current scholarly research articles, each candidate investigates, writes, and presents on a psychoeducational issue that impacts a specific category of exceptional learners. This course requires a fieldwork component as part of the evaluation process. Crosslisted with SPED 5403.

SPED 4410 Autism Spectrum Disorders: Theories and Interventions    3 Credits

This course highlights current research on theories and etiology of Autism Spectrum Disorders (ASD). Candidates examine characteristics and behaviors associated with ASD. Specific diagnostic assessment and screening tools are reviewed to examine how these tools are utilized to identify infants and children with ASD. The course also focuses on providing the candidates with understanding the role of families. The course helps create a framework for implementing effective pedagogical interventions, profiling the strengths and challenges of various interventions. Graduate equivalent: SPED 5410.

SPED 4411 Introduction to Individuals with Intellectual Disabilities    3 Credits

This course is designed to advance candidates' understanding and knowledge of intellectual and developmental disabilities by critically examining theories and research regarding the psychological, sociological, and educational aspects of individuals with intellectual and developmental disabilities. Candidates are expected to display levels of competency and proficiency in all three aspects. Graduate equivalent: SPED 5411.

SPED 4413 Theories of and Introduction to Learning Disabilities    3 Credits

This course introduces students to the area of learning disabilities, exploring various theoretical constructs pertaining to numerous facets of the disorder (e.g., cognition, executive function, attention deficits, etc.), by tracing the history of its development and discussing current issues about the definition and the types of learning disabilities. Educational and social emotional sequelae and implications of processing impairments on learning are examined in the context of the assessment-teaching process (includes a 5-hour field-based project). Graduate equivalent: SPED 5413.

SPED 4417 Introduction to Children and Youth with Emotional Disturbances    3 Credits

This core course introduces candidates to the area of emotional or behavioral disorders (EBD) by examining symptoms, etiology, diagnostic criteria, and assessment techniques of students K-12 who exhibit social, emotional, and behavioral deficits. Emphasis is placed on social and emotional development, the process of identifying students with EBD, analysis of behavior (ABA) and functional behavioral assessment (FBA), development of individual educational plans (IEPs) and instructional strategies designed to address the social and academic needs of students with EBD. This course includes a 2.5-hour field component. All students must have criminal clearance prior to registration. Graduate equivalent: SPED 5417.

SPED 4419 Special Learners in the Bilingual/ESL Classroom    3 Credits

Designed to familiarize special educators, bilingual educators, and ESL teachers with the developmental learning needs of children and adolescents who are exceptional, this course examines the special learning needs of linguistically and culturally diverse children, exploring methods of identifying and working effectively with exceptional children and adolescents in bilingual or ESL classrooms.

SPED 4432  Management Techniques in Special Education    3 Credits

Prerequisites: EDUC 2201, EDUC 3350, SPED 4410, SPED 4411, SPED 4413, SPED 4417.

Designed to offer training in techniques for improving the academic and social behavior of students with behavior problems, this course teaches candidates how to effect positive behavioral change and includes such topics as behavioral observation and analysis, task analysis, intervention strategies, and behavior change measurement and recording. Candidates complete a functional behavior assessment using data from a fieldwork component for this course.

SPED 4486 Developmental Literacy I: Fundamentals of Reading and Language Development    3 Credits

This course is the first in a set of two courses that address the foundational concepts, theories, empirical research, and developmental milestones associated with oral and written language. This course focuses on the development of essential decoding strand reading skills (phonological awareness, alphabetic principle, fluency), as well as aspects of cognition and behavior that affect reading and writing. Candidates learn how to administer, score, and interpret universal screening and informal diagnostic measures in the areas of phonological awareness, alphabetic principle, and fluency for the purposes of determining the most appropriate starting point for instruction and planning differentiated instructional groups. Candidates also learn how to select and deliver varied research-based instructional strategies to develop students' foundational reading skills in the areas of phonological awareness, alphabetic principle, and fluency.

SPED 4487 Developmental Literacy II: Essentials of Vocabulary and Text Comprehension    3 Credits

This course is the second in a set of two courses that address the foundational concepts, theories, empirical research, and developmental milestones associated with oral and written language. This course focuses on the development of essential comprehension strand reading skills (fluency, vocabulary, comprehension), as well as aspects of cognition and behavior that affect reading and writing. Candidates learn how to administer, score, and interpret universal screening and informal diagnostic measures in the areas of vocabulary, comprehension, and fluency for the purposes of determining the most appropriate starting point for instruction and planning differentiated instructional groups. Candidates also learn how to select and deliver varied research-based instructional strategies to develop students' reading skills in the areas of vocabulary and comprehension.

SPED 4534 Skill Development for Individualized Educational Plans    3 Credits

Prerequisites: EDUC 2201, EDUC 3350, SPED 4410, SPED 4411, SPED 4413, SPED 4417.

This course is designed to develop the skills necessary for creating comprehensive diagnostic educational plans for students with identified learning needs and utilizes comprehensive cognitive processing and academic achievement evaluations as a foundation. A non-categorical approach is utilized and topics of exploration include: the identification of patterns of strengths and weaknesses and resultant development of goals and objectives; determination of appropriate methodologies, programs, and strategies; selection and organizational sequence of materials; and consideration of various educational environments in which services may be provided.

SPED 4537 Curriculum and Methods for Students with Mild to Moderate Disabilities    3 Credits

This course provides candidates with knowledge and skills in planning, organizing, implementing, and evaluating instruction based on knowledge of the student, the intended student outcomes, and the curriculum. The course focuses on students with dis/abilities, including students from diverse linguistic and cultural backgrounds. Topics include student characteristics, research‐based methods and strategies, curriculum standards, accommodations, and modifications. Most importantly, this course is designed to help candidates think and reflect on how to design instruction that is appropriate given the unique students and communities in which candidates will teach throughout their career.

SPED 4561  Diagnostic Procedures in Special Education of Youth with Disabilities    3 Credits

This course includes selection, administration, scoring, and interpretation of individually administered cognitive processing and academic achievement diagnostic instruments that help drive instructional decision-making. Candidates are also provided with detailed information/data as it pertains to administering varied diagnostic assessments used for disability identification, interpreting results for purposes of determining eligibility for various disabilities (e.g., dyslexia, dyscalculia, dysgraphia, etc.) and, understanding varied diagnostic assessments and procedures by using various models of interpretation and theoretical foundations. Also, the course provides a foundation for understanding the strengths and weaknesses of students undergoing diagnostic evaluations.

SPED 4565 Evidenced-Based Strategies in the Inclusive Classroom    3 Credits

This course builds on the foundational knowledge about exceptional learners examined during SPED 3350, and shifts the focus to strategies that can be used to differentiate instruction for exceptional learners in the inclusive classroom. General education candidates will learn about their role in the pre-referral/referral process and how to develop IEP goals and objectives. Next, candidates will be introduced to a range of social and academic assessment devices that are used to drive instruction. Using videos and case studies, candidates will analyze patterns of behavior in order to design evidenced-based classroom behavior management plans. By the end of the course, candidates will be able to make modifications to their curriculum and accommodations to their instructional delivery to meet the needs of exceptional learners. Prerequisite: SPED 3350

SPED 4953 Student Teaching in Special Education    6 Credits

Prerequisites: EDUC 2201, EDUC 3350, SPED 4410, SPED 4411, SPED 4413, SPED 4417.

This course consists of a semester-long, full time placement in a public school or an approved setting working with a trained cooperating teacher who supervises the candidate pursuing an initial certificate in special education as he or she works with students identified with at least two different disabilities. Student teaching requirements include attendance in Student Teaching and Practicum/DSAP Seminar (SPED 4954) in conjunction with the on-site experience and supervision. Candidates fulfilling the initial certificate in special education coordinate their site placements with their academic advisor, University supervisor, and/or the director of Student Teaching Placement. Enrollment requires successful completion of required courses and permission of the candidate's University advisor. Candidates must notify their University advisor, and the Director of Field Experiences of their intent to start this course in the semester prior to their anticipated student teaching experience. For initial certification candidates only. Pass/Fail.

SPED 4954 Student Teaching/DSAP Seminar in Special Education    3 Credits

Prerequisites: EDUC 2201, EDUC 3350, SPED 4410, SPED 4411, SPED 4413, SPED 4417.

Participants take this weekly seminar concurrently with student teaching/DSAP. Although much of the seminar's subject matter flows from the ongoing student teaching/DSAP experience, it deliberately addresses areas such as understanding IEPs, goal writing, lesson planning, due process, mindfulness, communication with parents/caregivers, sensitivity to multicultural issues, and roles and responsibilities as a case manager. It also provides opportunities to collaborate with regular education certification candidates in ways authentic to the work of both categories of teachers and special education. The course stresses continued reflective practice and professional development, including development of a professional portfolio, continued study and research, and establishing a supportive collegial network. The job application process, including resume writing, interviewing skills, and developing a teaching philosophy, are also addressed. Candidates also receive information on the certification process.

SPED 4999 Comprehensive Examination in Special Education    0 Credits

Prerequisites: EDUC 2201, EDUC 3350, SPED 4410, SPED 4411, SPED 4413, SPED 4417.

The comprehensive examination is required of all candidates earning an MA degree in Special Education. The comprehensive exam is taken after successful completion of at least 18 credits in the program in special education and is designed to assess a candidate's understanding, skills and knowledge base in the four areas associated with the State of Connecticut certification law: a) Psycho-educational theory and development of children with disabilities, b) Diagnosis of children and youth with disabilities, c) Program planning and education of children and youth with disabilities, and d) Curriculum and methods of teaching children and youth with disabilities. If the candidate fails one or more sections of the comprehensive examination, he/she will have one additional opportunity to re-take and pass the section(s) during the scheduled administration of the examination. Grading method: Pass with distinction/Pass/Fail.

Professor

Bryan Ripley Crandall, PhD, Director, Connecticut Writing Project

Associate Professors

Anne Campbell, PhD, Director, TESOL, World Languages, and Bilingual Education Programs
Alyson Martin, EdD, Director, Curriculum & Instruction, Director, Special Education
Pierre Orelus, EdD, Director, Teaching and Foundations
Emily Shamash, EdD, Chair

Assistant Professors

Nicole Fletcher, PhD
Britney Jones, PhD, Director of Elementary Education

Affiliated Faculty

Kimberly Barba, PhD, Assistant Professor of Mathematics

Visiting Associate Professor

Jule McCombes-Tolis, PhD, Director, Reading and Language Development

Visiting Assistant Professor

Jocelyn Hinman, EdD