of

plans for teaching children in inclusive intermediate
classrooms, grades 4-6. 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 4 th -6 th 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 488. (Offered fall term)
ED 450 Strategies for Teaching Students with Severe
and/or Multiple Disabilities
3 credits (CS)
This course prepares students with knowledge,
understanding, and skills to work effectively with children
who have severe and/or multiple disabilities, including autism
and emotional disorders. Students will learn the many
characteristics of learners with these disabilities in order to
develop strategies for curriculum modifications and effective
instruction in the elementary and adolescent content areas.
Students will also learn strategies to support literacy
development and communication through assistive
technology and environmental and programmatic
adaptations, including a focus on transitions for all students
with disabilities, from elementary to middle and high schools
and from school to community settings. Prerequisites: ED
111, ED 131, ED 217, ED 320. Co-requisites: ED 371, ED
411/412, ED 484/488. (Offered fall term)
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 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-requisites: ED 371, ED 411/412, ED 450. (Offered fall
term)
ED 488 Student Teaching: Intermediate Level
6 credits (CS)
Student teaching in the Inclusive 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 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-requisites: ED 371, ED 411/412, ED 450. (Offered fall
term)
ED 495 The Reflective Practitioner (Capstone)
3 credits (CS)
This course will explore a framework of reflective teaching
that is rooted in inquiry and self-study. Participants will
become active students of their own questions and of
teaching, as they engage in a process of constructing the
professional values linked closely with sound reflective
practice and to develop their professional voice through
writing, inquiry, and presentation. Through the use of mixed
methods of data collection, management, analysis and
personal narratives, students will examine reflective practice
as it relates to problem-solving, curricular decision-making,
nurturing the classroom community, and striving for
professional excellence in diverse and inclusive educational
settings.
ED 484 Student Teaching: Pre-Kindergarten or
Prerequisites: Successful completion of all professional
Kindergarten
courses in the Inclusive Early Childhood Education or
6 credits (CS)
Inclusive Elementary Education program options, including
Student teaching in the Inclusive Early Childhood Education student teaching.
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 English
with an increased responsibility for curriculum development
and implementation, assessment of student learning,
EN 099 Foundations of Writing
classroom management, collaboration with other
3 non-degree credits
professionals, work with parents, and all aspects of the
Students will produce paragraph and short essay pieces while
classroom routine. Students will spend a total of 7 weeks full practicing grammar and technical control skills. This course
time in an inclusive kindergarten or 1 st -2 nd grade public
prepares students for EN 100 Fundamentals of College
Academic Catalog | Cazenovia College | www.cazenovia.edu 150