of

Practices: Literacy and Universal Design (IAE). Students will
explore the socio- political trends impacting today’s
classrooms, the foundations of multicultural education, and
the ways to improve learning environments for students of
diverse cultures through culturally responsive literacy
instruction. Additionally, this course will prepare students to
enrich their classrooms with varied amounts of high-quality
multicultural literature as well as will prepare them to create
literacy based instructional units and lessons that meet the
needs of diverse learners. Literacy based teaching
methodologies such as; phonics, whole language, guided
reading, and literacy across the content area will be reexamined
and reintroduced using multicultural literature and
resources. Developmentally appropriate multicultural
literature will be reviewed and analyzed for quality. .
Prerequisites: ED 111, ED 131, ED 217, ED 320. Corequisites:
ED 411/412, ED 450, ED 484/488.
(Offered fall term)
ED 350 Strategies for Teaching Students with Mild to
Moderate Disabilities
3 credits (CS)
This course provides a review of the nature and
manifestations of mild to moderate disabilities including
learning disabilities, speech impairments, sensory and
perceptual disabilities, mild cognitive disabilities, other health
impairments, emotional and behavioral disorders, and other
mild disabilities. Students develop knowledge, understanding,
and skills for assessment, curriculum differentiation and
modification, and effective instruction in the elementary
content areas for children with mild to moderate disabilities.
Students will also learn strategies to support literacy
development and communication through assistive
technology and appropriate environmental and programmatic
adaptations.
Field Component: In preparation for student teaching,
students will be required to participate in an inclusive
classroom. Students will work directly with children with a
range of learning abilities, applying assessment and teaching
strategies and curriculum modifications. Prerequisites: ED
111, ED 131, ED 217, ED 320; Co-requisites: ED 312 ED
350, ED 388 (Offered spring term)
ED 371 Assessment and Intervention in Education
3 credits (CS)
This course focuses on uses, strategies, and tools for assessing
children’s development and the environments arranged for
them. Students will examine and apply a variety of formal
and informal assessment techniques designed for use with
children from infancy through age 12. Students will also
examine how and why assessment is linked to curricular
planning and interventions for children in diverse and
inclusive settings. Critical issues and ethical considerations in
the uses of assessment with children will also be explored.
Prerequisites: ED 111, ED 131, ED 217, ED 320. Corequisites:
ED 312, ED 350, ED 388. (Offered fall term)
ED 388 Student Teaching: Primary Level
6 credits (CS)
Student teaching in the Inclusive Early and Elementary
Education Program is designed to provide candidates with
opportunities to apply their knowledge, understanding, and
skills in a way that has a positive impact on student learning.
The student teaching component of the program provides the
candidate with an increased responsibility for curriculum
development and implementation, assessment of student
learning, classroom management, collaboration with other
professionals, work with parents, and all aspects of the
classroom routine. Students will spend a total of 7 weeks full
time in an inclusive kindergarten or intermediate public
school classroom (after the first 7 weeks of classes for the
semester) engaged in supervised student teaching. Students
will spend approximately 40 hours weekly on site, which
includes a weekly seminar on campus to support continued
growth in effectively teaching to the New York State Student
Learning Standards. Prerequisites: ED 111, ED 131, ED 217,
ED 320. Co- requsites: ED 312, ED 350, ED 325. (Offered
spring term)
ED 411 Curriculum and Methods for Pre-Kindergarten
and Kindergarten
4 credits
This course will provide the future teacher with a blend of
teaching strategies and practices, content materials, curricular
themes, and related processes for developing comprehensive
plans for teaching children in inclusive preschool and
kindergarten, and classrooms. The new Core Curriculum and
Learning Standards, developed by the New York State
Department of Education, and the content area standards of
various professional organizations will be incorporated into
integrated thematic units. These materials will be
supplemented with appropriate texts and other resource
materials. Students will learn how to accommodate diverse
learners, utilize child-centered instructional methods,
promote technological and content area literacy, assess
student performance, and establish a learning environment
that supports inquiry.
Field Component: In preparation for Student Teaching,
students will be required to do extensive fieldwork in an
inclusive classroom at the kindergarten or 1 st /2 nd grade level
Tuesdays and Thursdays, when there are no class sessions.
This is the practicum part of the field work of the
professional semester. Students will actively participate in all
aspects of the classroom to which they are assigned, and will
directly assist the classroom teacher(s) in designing, planning,
implementing, and evaluating curriculum and assessing
student learning. Students will gradually assume
responsibility for the tasks involved in teaching and learning
as well as managing a productive classroom. Prerequisites:
ED 111, ED 131, ED 217, ED 320. Co- requisites: ED 371,
ED 450, ED 484. (Offered fall term)
ED 412 Inclusive Intermediate Curriculum and Methods
4 credits (CS)
This course will provide the future teacher with a blend of
teaching strategies and practices, content materials, curricular
themes, and related processes for developing comprehensive
Academic Catalog | Cazenovia College | www.cazenovia.edu 149