2016-17 Undergraduate Catalog [Archived Catalog]
Foundations and Social Advocacy Department
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Ji-Ryun Kim, chair
Cornish Hall, Room 1213
607-753-2447
Fax: 607-758-5007
Email: department secretary
cortland.edu/fsa
School of Education
Faculty
Brian Barrett, Katrina Bratge, Judy Bentley, Anne Burns Thomas, Janet Duncan, Michelle Kelly, Ji-Ryun Kim, Kevin Mack, Christopher, Manaseri, Holly Manaderi, Cynthia Moriarity, Joseph Rayle, Carrie Rood, David Smukler, Maria Timberlake
Adjunct Faculty
For a listing of adjunct faculty see the Faculty/Administration section.
Degree and Minor
Bachelor of Science in Inclusive Childhood Education
Concentrations:
- Social Sciences
- Humanities
- Environmental Studies
- English Language Arts and Writing
- Mathematics
Description
This program provides the foundation for educators who choose to teach in inclusive classrooms (1-6) with children who have disabilities and those without disabilities. Additionally, this program places an emphasis on best practices for children in urban environments, although all high-need classrooms will be considered. A solid grounding in liberal arts and sciences, coupled with pedagogical instruction in meeting the needs of diverse students are the core components of the IEC program.
Professional education courses are offered in the disciplines of special education, education and literacy by the Foundations and Social Advocacy Department, the Childhood/Early Childhood Education Department and the Literacy Department. Additional courses in general education are offered by appropriate departments in the School of Arts and Sciences. This program leads to an initial New York state certification in Teaching Students with Disabilities (1-6) and Childhood (1-6).
Special Features
- Cortland's Urban Recruitment of Educators (C.U.R.E.)
- Student teaching in urban, suburban or rural settings
- Study abroad opportunities
- Student teaching opportunities at the Sunshine Coast, Queensland, Australia, and in New York City
- Experiential placements in urban, rural and suburban classrooms
- Experiential placements with families with children who have disabilities
- National Honor Society in Education (Phi Delta Kappa)
Requirements
- Degree requirements listed in this catalog apply to all education majors.
- Liberal Arts Requirements: B.S. – 66 credit hours
- Foreign Language: All students must have proficiency in a foreign language. For the B.S., students complete one year of a foreign language (six credit hours) or its equivalent (through the 102 level). Students may also test out of the foreign language proficiency. Students may choose American Sign Language to fulfill this foreign language requirement.
Enrollment in the Major
Enrollment in this major is limited. Application to this competitive program is based on the following factors:
- Priority is given to first-time college students.
- Limited numbers of transfer students and continuing students wishing to change majors will be admitted on a space-available basis.
- The cumulative grade point average requirement is 2.8 for the IEC program.
- Students entering the program with fewer than 56.5 credit hours will be coded waiting (W) status, which will be removed when they successfully complete FSA 212 with a grade of C or above, and meet the required minimum grade point average.
- In order to change their status from W, students must complete a Teacher Education Undergraduate Application.
- Continuing students wishing to change their major to IEC must meet the minimum grade point average requirement for the program and submit the following: completed application form; personal essay stating their reasons for choosing this field of study; change of major form; and a Teacher Education Undergraduate Application.
Eligibility for Student Teaching
To be eligible for student teaching, students must be in good academic standing, have no incompletes, complete all prerequisite education courses, meet the grade point average requirement of their program, have completed at least two-thirds of the course work in their concentration, and have no grade lower than a C in required education and special education courses. Additionally they must complete three required workshops: the Child Abuse Recognition and Reporting (CARR), Dignity for All Students Act (DASA) and Safe Schools Against Violence in Education (SAVE). Students must be eligible at the time of application, and if ineligible must reapply when eligibility is achieved.
Advisement Manual
Advisement manuals for inclusive special education majors are available in the Foundations and Social Advocacy Department. Students must follow the manual in place at the time of their matriculation. Students should study the manual carefully because it supplements the information provided in this catalog.
Major
EDU 471 - Foundations of Modern Education Social, historical and philosophical issues in education. Emphasis on critical analysis of educational reforms, movements and practices. Fulfills: LASR. (3 cr. hr.)
Frequency code A = offered every semester
EDU 552 - Gender Issues in Education Seminar integrating recent scholarship on women and women's ways of knowing into a broader study of gender issues in education, including socialization of men and women through education; socialization of women and men teachers and administrators and the costs and benefits of these structures for men and women. The course will focus on application of these issues to policy and practice in education today. Prerequisite: Junior, senior or graduate level; education methods course. Consent of instructor. Also listed as WGS 552. (3 cr. hr.)
Frequency code F = offered in fall
FSA 101 - Introduction to Urban Education Micro issues that occur in urban schools and communities and macro issues that occur in the broader educational system and U.S. society. How these issues impact education in urban contexts from anthropological, economic, educational, historical, political and sociological perspectives. Combines field experiences in urban schools with related readings. Fulfills: PRES. (3 cr. hr.)
Frequency code A = offered every semester
FSA 103 - Gender, Race and Class Issues in Education Examines prejudice and discrimination (on the basis of class, race, gender and disability) as these are institutionalized by schools, both in the United States and elsewhere in the world. Fulfills: GE 11; LASR. (3 cr. hr.)
Frequency code A = offered every semester
FSA 210 - Principles of Inclusive Education Current best practices for inclusive education will be examined and students develop an understanding of their own philosophy of inclusive education. Taken with 25-hour field experience FSA 211. Prerequisites: FSA 101 and 103 which may be taken concurrently. Corequisite: FSA 211 (3 cr. hr.)
Frequency code F = offered in fall
FSA 211 - Inclusive Education Field Experience Twenty-five-hour field experience in an inclusive classroom. Prerequisites: FSA 101 and 103 which may be taken concurrently. Corequisite: FSA 210. (1 cr. hr.)
Frequency code F = offered in fall
FSA 212 - Introduction to Inclusive Education Through this introductory course, candidates examine their own philosophy of inclusive education. Special education law and trends are considered and critiqued, and current best practices for inclusive education are introduced. Content is provided regarding the range of students who receive special education support, including culturally and linguistically diverse students. Strategies to work effectively with students with disabilities are also considered, as well as techniques for forming partnerships with other professionals and parents in order to advocate for students. Includes a 25-hour field experience. Prerequisite: FSA 103, which may be taken concurrently with FSA 212. (3 cr. hr.)
Frequency code B = offered at least once per year
FSA 250 - Foundations of Peace Education Incorporates issues of social justice, inequality and perspectives on peace to explore the role of educational practices in the perpetuation and mitigation of threats of violence. Provides a framework for understanding the need for, obstacles to, and implications of peaceful practices. Fulfills: GE 11. (3 cr. hr.)
Frequency code B = offered at least once per year
FSA 340 - Supporting Students with Complex Disabilities in Schools and Families Course participants will explore traditional and emerging roles and practices of diverse families, analyze the nature of ableism in child and family experiences, and develop the interpersonal skills to be an effective team member. Students will identify the characteristics of children with complex or "severe" disabilities and utilize assistive technology, family-centered planning and effective interpersonal communication skills to increase children's and families' active participation in schools and communities. Prerequisites: FSA 212 or admission into the Inclusive Childhood Education [IEC] program or Inclusive Early Childhood Education Program [EDE]. (3 cr. hr.)
Frequency code B = offered at least once per year
FSA 345 - Assistive and Adaptive Technology Principles and application of Universal Design and augmentative/assistive technology for students with disabilities. Prerequisites: FSA 210 and 211. (3 cr. hr.)
Frequency code A = offered every semester
FSA 347 - The Politics of Educational Policy An introduction to U.S. Education Policy; analyzes interaction between policy makers and education activists; examines the influence that political goals have exercised over American education development and explores the ideology, data and goals that guide current public discourse on education policy. Also listed as POL 347. Fulfills: LASR. (3 cr. hr.)
Frequency code C = offered at at least once every two years
FSA 380 - Perspectives on Disabilities: The Child, Family and Community Students will investigate the traditional and emerging roles and practices of diverse families, school reform efforts, models for effectively developing collaboration, cooperation and partnership with school and community agencies. Prerequisites: FSA 210 and 211 or FSA 212, or SPE 270. (3 cr. hr.)
Frequency code A = offered every semester
FSA 381 - Perspectives Field Experience Twenty-five-hour field experience with a child who has a disability in the home and community. Prerequisites: FSA 210 and 211, or FSA 212, or SPE 270. (1 cr. hr.)
Frequency code A = offered every semester
FSA 400 - Foundations of Education: The School in American Society Investigation of foundations of American educational system. Readings and discussion designed to enable students to reason, speak and write about purposes and practices of American education. Prerequisite: LIT 371, or FSA 280 and 281. Open to juniors and seniors. Fulfills: LASR. (3 cr. hr.)
Frequency code A = offered every semester
FSA 410 - Inclusive Education Pedagogy Inclusive education pedagogy in an urban context at the childhood level (grades 1-6). Prerequisites: FSA 380, 381 and 345. Corequisites: FSA 420, 436, LIT 310 and 311. (4 cr. hr.)
Frequency code F = offered in fall
FSA 411 - Planning and Instructional Strategies for Special Educators Inclusive education pedagogy at the childhood level (grades 1-6). The focus of this course is on the implementation of universal design for learning principles, differentiated instruction and the use of engaging, active and collaborative learning structures to promote effective inclusive education. The course also addresses various evidence-based strategies for all learners, including students with various disabilities. Prerequisite: FSA 340; corequisite: FSA 437. Fulfills: PRES. (3 cr. hr.)
Frequency code B = offered at least once per year
FSA 420 - Inclusive Education Field Seminar Seventy-five-hour field experience in an inclusive urban classroom (grades 1-6). Prerequisites: FSA 380, 381 and 345. Corequisites: FSA 410, 436, LIT 310 and 311. (3 cr. hr.)
Frequency code F = offered in fall
FSA 436 - Assessment and Instruction of Learners with Special Needs Identification and instruction of children with special needs. Directed field experiences to implement methods and practices applicable to all students in an inclusive environment. Prerequisites: FSA 280, 281 and 430. Corequisites: FSA 410, 420, LIT 310 and 311. (4 cr. hr.)
Frequency code A = offered every semester
FSA 437 - Assessment of Learners with Diverse Needs Assessment of students with diverse needs, including identification of students with special needs, developing goals and objectives, progress monitoring and report writing. Methods and practices applicable to a wide range of students will be implemented through the use of fieldwork in EDU 381. Prerequisite: FSA 340; corequisite: FSA 411. (3 cr. hr.)
Frequency code B = offered at least once per year
FSA 479 - Social Curriculum and Behavioral Support Introduction to the social curriculum and positive approaches to behavior support in inclusive classrooms. The course includes theory and evidence-based practices for classroom management and the development of self-control and social skills for all students, including students with disabilities that involve behavioral and/or emotional challenges.
Teacher candidates will learn how to identify and apply appropriate prevention and intervention strategies, including such research-based approaches as functional analysis, positive behavioral supports and Social Stories™. The focus is on promoting students' self-efficacy and respectful participation in inclusive communities through cooperative relationships and problem-solving skills. Prerequisite: FSA 340 or SPE 270. (3 cr. hr.)
Frequency code B = offered at least once per year
FSA 490 - Student Teaching I Supervised student teaching in an elementary classroom. Prerequisites: FSA 410, 420, 430, 436. Corequisites: FSA 491, 492. Minimum overall GPA 2.7 (6 cr. hr.)
Frequency code A = offered every semester
FSA 491 - Student Teaching II Supervised student teaching in an elementary classroom. Prerequisites: FSA 410, 420, 430, 436. Corequisites: FSA 490 and 492. Minimum overall GPA 2.7 (6 cr. hr.)
Frequency code A = offered every semester
FSA 492 - Seminar in Student Teaching Discussion and analysis of issues related to student teaching in inclusive classrooms. Taken concurrently with student teaching. Prerequisites: FSA 410, 420, 430, 436. Corequisites: FSA 490, 491. Minimum overall GPA 2.7 (1 cr. hr.)
Frequency code A = offered every semester
FSA 493 - Student Teaching I Supervised student teaching with a special educator in an elementary classroom. Prerequisites: Consent of department to verify required grade point average of 2.8; all Inclusive Childhood Education [ICE] methods courses with no grade lower than a C; no outstanding incomplete grades; and successful completion of CARR, DASA and SAVE workshops. Corequisites: EDU 494 and FSA 495. Grading: S, U grades assigned. (6 cr. hr.)
Frequency code A = offered every semester
FSA 495 - Seminar in Student Teaching Discussion and analysis of issues related to student teaching in inclusive classrooms. This is a semester-long seminar taken concurrently with student teaching. Prerequisites: all Inclusive Childhood Education [ICE] methods courses with no grade lower than a C; corequisites: FSA 493, EDU 494. (1 cr. hr.)
Frequency code A = offered every semester
FSA 499 - Independent Study A supervised independent study of foundations of education or special education. May be repeated for a maximum of 6 credit hours. Consent of department is required. S, U grades assigned. (1-3 cr. hr.)
Frequency code A = offered every semester
FSA 505 - Sociology of Education Exploration of issues and theoretical and empirical understandings for the relationship between schooling and society. Also listed as SOC 505. (3 cr. hr.)
Frequency code C = offered at least once every two years
FSA 510 - Teaching the Special Education Learner in the General Education Classroom This course provides a knowledge of special education to teachers who are seeking to accommodate students with disabilities more effectively in their classrooms and schools. (3 cr. hr.)
Frequency code A = every semester
FSA 515 - Introduction to Disability Studies in Education Examines the lives of people with disabilities from a social, historical and cultural perspective to understand their experiences as individuals in society. In-depth study of educational issues such as inclusion, access to higher education and the social construct of intelligence in society. Course meets all autism-related SED teacher education certification requirements. (3 cr. hr.)
Frequency code A = offered every semester
FSA 525 - Teaching the Inner City Child Issues related to teaching in high-need urban schools: roles of culture and context in teacher-student relationships; impact of social structures such as race and class on student achievement; how teaching in urban contexts is different; and effective practices in urban schools. Also listed as AAS 581. Fulfills: LASR. (3 cr. hr.)
Frequency code A = offered every semester
INT 270 - Exploring Education Introduction to education and teaching through the perspectives of a variety of disciplines such as psychology, history, sociology, philosophy and political science. Open to students in all major fields. Fulfills: LASR. (3 cr. hr.)
Frequency code A = offered every semester
SAB 550 - Education Institute in Western Belize This study abroad course will provide students with the opportunity to engage in cross-cultural collaboration with Belizean educators in order to examine and share best practices in education applied toward the study of the environment and cultures. Through experiential learning tasks, the student will explore and develop an understanding of ancient Mayan civilization, archeology, conservation, the rainforest and eco-tourism. (3 cr. hr.)
Frequency code M = offered in summer
SPE 270 - Introduction to Special Education Course meets all SED teacher certification requirements for childhood and early childhood education teachers to teach students with disabilities in inclusive classrooms. Introductory course for students in the Teaching Students with Disabilities in Childhood Education Program, intended to orient general education and special education pre-service teachers to special education, the characteristics of students with special needs, strategies to work effectively with diverse student populations, and techniques for forming partnerships with each other and other professionals and parents. Prerequisites: PSY 231 or 332. (3 cr. hr.)
Frequency code A = offered every semester
SPE 275 - Teaching Students with Disabilities in Adolescence Classrooms This course provides an overview of the special education process with state and federal laws and guidelines, effective practices for planning and designing co-teaching and collaboration with peers in secondary school settings, individualizing instruction, applying principles of positive behavioral analysis and interventions to address student and classroom management needs, and identification and remediation of disabilities using a social model of disability. A 15-hour field experience is required that is embedded in the associated methods course. Corequisites: AED 300, or AED 409, or AED 443, or AED 492, or EDU 498, or AED 437 and AED 438. (3 cr. hr.)
Frequency code A = offered every semester
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