Special Education/Childhood Ed (BS)

Department Co-Chairs:  Kelly A. Harper, PhD and Marya Grande, PhD 

Introduction

This major prepares candidates in Childhood Education which covers Grades 1-6 and Childhood Special Education which covers Grades 1-6 for Students with Disabilities.  It contains pedagogical knowledge and skills to ensure that candidates are qualified to teach at these levels and in high needs classroom settings.  Many courses are infused with field experiences so candidates build skill as they progress through the program.  In addition, each candidate must take coursework as set forth in the Canisius College Core Curriculum and must also choose a 30 credit liberal arts concentration to ensure that they have the content knowledge necessary to teach children from Grades 1-6 in general and special education settings.

Licensure Disclosure

Canisius College cannot determine whether completion of this program would be sufficient to meet licensure requirements outside of New York State for the intended occupation. We advise you to contact your state licensing board or appropriate licensing entity to determine whether the program meets requirements for Professional Licensure in the state where you are located or the state in which you intend to pursue licensure. Please contact the associate dean of your school if you have further questions.

Qualifications

Students must meet the requirements at all transition points in order to graduate with an education degree and be recommended for teacher certification. Please see School of Education and Human Services website for transition point requirements.

Advisement

All students should have an advisor in the major and should contact the department directly to have an advisor assigned if they do not already have one.  Meetings with academic advisors are required prior to students receiving their PIN for course registration each semester. All majors should work closely with their advisor in discussing career expectations, choosing their major electives, developing their entire academic program and planning their co-curricular or supplemental academic experiences.

Double Majors

Students who wish to expand their educational opportunities may decide to declare a double major. This decision may be based on career goals, planned graduate studies, and/or other student interests. Before a student declares a double major, it is important to meet with the appropriate academic departments for advisement.  In order to declare a double major, the student must complete the Major/Minor Declaration form. This form will be submitted electronically and reviewed and approved by each department chairperson as well as the appropriate associate dean. 

Per college policy, each additional major requires a minimum of 15 credits that do not apply to the student's first or subsequent major.  Some double major combinations can be completed within the minimum 120 credit hour degree requirement, but in other cases additional course work may be required. Please note that students will receive only one degree unless the complete the dual degree requirement including at least 150 undergraduate credit hours, regardless of the number of majors they complete. Both (all) majors appear on a student’s transcript.

Curriculum

An Ignatian Foundation

All undergraduate students must complete either the Canisius Core Curriculum or the All-College Honors Curriculum. Many schools refer to their college-wide undergraduate requirements as "general education" requirements. We believe that the core curriculum and the honors curriculum are more than a series of required classes; they provide the basis for a Jesuit education both with content and with required knowledge and skills attributes that are central to our mission.

Free Electives

Students may graduate with a bachelor's degree with more but not less than 120 credit hours. Free electives are courses in addition to the Canisius Core Curriculum or All-College Honors Curriculum and major requirements sufficient to reach the minimum number of credits required for graduation. The number of credits required to complete a bachelor's degree may vary depending on the student's major(s) and minor(s).

Major Requirements

Course List

Code	Title	Credits
ECCH 221	Emergent Literacy	3
ECCH 222	Literacy and the Arts in the Elementary Classroom	3
ECCH 412	Managing the Early Childhood and Elementary Classroom	3
EDE 100	Human Growth and Development - Birth through Childhood	3
EDE 390	Cognition and Learning - Birth through Childhood	3
EDU 100	Exploring the Teaching Profession	3
EDU 123	Technology in Education 1	1
EDU 223	Technology in Education 2	1
EDU 250	Foundations of Education	3
EDU 272	Teaching Social Studies Integrating English Language Arts	3
EDU 323	Technology in Education 3	1
EDU 356	Assessment for Diverse Learners	3
EDU 428	Teaching Math and Science: Supporting STEM Education	3
EDU 494	Capstone Seminar for Teacher Candidates	3
EDU 495	Child Abuse Workshop	0
EDU 496	Prevention of School Violence Workshop	0
EDU 497	Dignity for All Students Act (DASA) Workshop	0
EDU 498	Student Teaching Seminar	3
SPE 291	Nature and Needs of CH Students with Learning Disabilities	3
SPE 292	Remedial Strategies in the Childhood Content Areas	3
SPE 311	Nature/Needs of Childhood Students with Intellectual Disabilities & Autism Spectrum Disorders	3
SPE 330	Nature/Needs of Childhood Students with Behavioral Disorders	3
SPE 341	Inclusive Strategies	3
SPE 432	Seminar in Teaching and Assessment	3
or EDU 432	Pre Student Teaching
SPE 493	Supervised Student Teaching	12
or EDU 493	Student Teaching
Foreign Language Requirement		3
Total Credits		72

Optional Extensions to Teach at Additional Grade Levels

Middle Childhood Extension

Candidates wishing to obtain an extension to teach grades 7-9 in their area of concentration (English, Mathematics, Social Studies, or Spanish) must take EMC 352 and EMC 391 in addition to the courses listed.

Initial Early Childhood Certification

Candidates wishing to obtain a certification to teach grades B-2 are advised to take two early childhood courses that focus on learning and development and methods of instruction in addition to the courses listed, and apply for an individual evaluation of credentials through NYSED or the BOCES Regional Certification Office. Courses that students have taken in the past include EDY 208 and EDY 209 .

Additional Curriculum Requirements

Childhood majors need to choose one of the following academic concentrations: English, Mathematics, Science, Social Studies, Spanish, or Social Justice.

English Concentration

Course List

Code	Title	Credits
ENG 111	Academic Writing	3
ENG 112	Writing about Literature	3
ENG 299	Introduction to English Studies 1	3
Two 200-level literature courses		6
One pre-1900 American Literature course 2		3
One pre-1800 British Literature course 3		3
One Shakespeare course 4		3
Two writing courses 5		6
Total Credits		30

¹

Must take at least one 200-level literature course before taking ENG 299.

²

Choose from ENG 315, ENG 316, ENG 319, or ENG 396 (if the topic is American Literature)

³

Choose from ENG 233, ENG 306, ENG 347, ENG 370, or ENG 373.

⁴

Choose from ENG 322 and ENG 323.

⁵

Choose from EDU 410, ENG 205, ENG 294, ENG 383, ENG 388, ENG 389, ENG 391, ENG 392, ENG 393, or ENG 490.

Mathematics Concentration

Course List

Code	Title	Credits
MAT 111	Calculus I	4
MAT 112	Calculus II	4
MAT 219	Linear Algebra	4
MAT 230	Logic, Set Theory, and Proofs	4
MAT 311	Abstract Algebra	4
MAT 331	Geometry	3
MAT 351	Probability & Statistics I	3
Choose one of the following:		3-4
MAT 211	Calculus III
Computer Science elective
Choose one of the following:		3-4
MAT 222	Differential Equations
Math elective
Total Credits		32-34

Social Studies Concentration

Course List

Code	Title	Credits
ECO 101	Principles of Macroeconomics	3
GEO 325	Introduction to Physical Geography	3
PSC 104	American Political Process	3
HIS 107	History of Modern Europe to 1815	3
HIS 108	History of Modern Europe since 1815	3
HIS 109	History of Asia to 1800	3
HIS 123	History of the United States: The Colonial Period to Reconstruction	3
HIS 124	History of the United States: 1877 to the Present	3
HIS 255	African American History	3
One European or Asian/African/Latin American History elective		3
European History Options
HIS 213	Europe and the World in a Century of Conflict
HIS 220	The History of Food
Asian/African/Latin American History Options
HIS 110	History of Asia Since 1800
HIS 131	Latin American History to 1830
HIS 132	Latin American History since 1830
HIS 220	The History of Food
HIS 263	Wars of Latin America
HIS 280	The Making of Modern Africa
Total Credits		30

Note: HIS 382 is highly recommended for students intending to teach in New York State.

Social Justice Concentration

Course List

Code	Title	Credits
Foundations Course		3
SOC 273	Social Movements and Social Change
Research Courses (select one of the following)		3
SOC 375	Ethnography and Culture
COM 206	Introduction to Research Methods
HSV 303	Research Methods in the Social Sciences
PSY 201	Basic Statistics for Behavioral Sciences
PSY 202	Research Methods in Psychology
Skills Classes (select one of the following)		3
COM 201	Dynamic Presentations
COM 203	Writing for Contemporary Media
COM 204	Relational Communication
COM 302	Strategic Communication in Teams
COM 319	Training and Development
ECO 311	Metropolitan Economic Development and GIS
PSY 329	Leadership and Motivation
HSV 360	People Helping Skills
Elective Courses (choose seven from the courses listed below)		21
COM 327	Impact of Culture, Race, and Gender on Message Design
COM 385	Media & Children
CRJ 337	Violence and the Family
CRJ 345	Gangs in American Society
HIS 255	African American History
HSV 212	Social and Cultural Diversity
IGSR 300	Immersion East Side Seminar
PSC 104	American Political Process
PSC 237	State and Local Politics
PSY 334	Child, Family and Community Psychology
PSY 340	Stereotyping and Prejudice
SOC 111	Contemporary Social Problems
SOC 291	Gender and Society
SOC 340	Sociology of the City
SOC 355	Deviant Behavior
HIS 211	Women In The Western World
HIS 356	Modern China
HIS 394	Modern Middle East
HSV 302	Children, Schools, and the Community
PSC 140	International Relations
PSC 150	Comparative Government and Politics
PSC 241	Human Rights and Globalization
PSC 242	International Organizations
PSC 245	American Foreign Policy
Language Courses (TESOL students may choose language electives to meet certification requirements)
SPA 103	Introductory Spanish I
SPA 104	Introductory Spanish II
SPA 215	Communicating in Spanish
SPA 217	Intro Comp Panorama SocioCultural Latinoamericano
SPA 323	Topics in Conversation I Peninsular Culture and Civilization
SPA 324	Topics in Conversation II Latin American Culture and Civilization
SPA 332	Advanced Spanish Composition
ITA 103	Introductory Italian I
ITA 104	Introductory Italian II
ASL 103	American Sign Language I
ASL 104	American Sign Language II
Total Credits		30

¹

The list of courses provided here only includes active courses at the time this catalog was prepared.  Additional classes that are added by other departments might also be used to satisfy this requirement.  If you think a class should count, please contact the chair of the Teacher Education Department.

Spanish Concentration

Course List

Code	Title	Credits
SPA 215	Communicating in Spanish 1	3
SPA 217	Intro Comp Panorama SocioCultural Latinoamericano 1	3
SPA 323	Topics in Conversation I Peninsular Culture and Civilization	3
SPA 324	Topics in Conversation II Latin American Culture and Civilization	3
SPA 332	Advanced Spanish Composition	3
Five Advanced-Level Spanish Classes (any SPA class at 300 or 400 level)		15
Total Credits		30

¹

Students who begin language study at the 300-level may substitute additional electives in lieu of the intermediate (200) level courses.  Thus, students still will take 10 courses for the concentration.

Please note that this curriculum changed for students who matriculated in fall 2017 or later. Earlier students should consult their original catalog year.

Roadmap

Freshman
Fall	Spring
EDE 100	ECCH 221 (may be used to apply to NYSED or BOCES for early childhood certification)
EDU 100	SPE 341
EDU 123	EDY 208 (Optional - may be used to apply to NYSED or BOCES for early childhood certification)
Sophomore
Fall	Spring
EDU 250	SPE 291
EDU 495	SPE 292
EDU 496	EDU 272
ECCH 222
EDU 223
EDY 209 (Optional - may be used to apply to NYSED or BOCES for early childhood certification)
EMC 391 (Optional - needed for middle school extension)
Junior
Fall	Spring
SPE 311	SPE 330
EDU 356	ECCH 412
EDU 323	EMC 352 (Optional - needed for middle childhood extension)
EDE 390
Senior
Fall	Spring
SPE 432	SPE 493
EDU 428	EDU 497
EDU 494	EDU 498

Learning Goals & Objectives

Learning Goal 1 (KNOWLEDGE – Observed in Writing)
Candidates in the Teacher Education programs will demonstrate content knowledge, pedagogical, and professional knowledge necessary for successful performance in their field.

Teacher candidates will:

• Acquire knowledge of each student, and demonstrate knowledge of student development and learning to promote achievement for all students.
• Know the content they are responsible for teaching, and the pedagogical content knowledge to plan instruction that ensures growth and achievement for all students.

Learning Goal 2 (KNOWLEDGE – Observed Skills and Dispositions)
Candidates in the Teacher Education programs will demonstrate professional skills and dispositions necessary for successful performance in their field.

Teacher candidates will:

• Demonstrate professional dispositions and implement instruction that engages and challenges all students to meet or exceed the learning standards.

Learning Goal 3 (SERVICE)
Candidates in the Teacher Education programs will demonstrate willingness to use their skills to benefit and serve society. Within the contexts of their work, candidates promote authentic learning, social and emotional development, and a commitment to social justice in environments that foster respect for diversity and the dignity of all.

Teacher candidates will:

• Work with all students to create a dynamic learning environment that supports achievement and growth.
• Use multiple measures to assess and document student growth, evaluate instructional effectiveness, and modify instruction for diverse learners.

Learning Goal 4 (PROFESSIONALISM)
Candidates will demonstrate self-reflection as a habit of mind, continuously assessing and refining their professional practice as they construct a rich repertoire of research-based knowledge, skills, and attitudes for effective performance ensuring that all students and/or clients have optimal opportunities to learn and grow.

Teacher candidates will:

• Set informed goals and strive for continuous professional growth.

Learning Goal 5 (LEADERSHIP)
Candidates will become adept at applying their acquired knowledge in the process of evaluating their own professional performance and decision-making with respect to its impact on students and/or clients, organizations, and the wider community.

Teacher candidates will:

• Demonstrate professional responsibility and engage relevant stakeholders to maximize impact on student growth, development, and learning.

Courses

Please note that Students in Special Education also take courses in Teacher Education and Childhood Education. A full list of courses in all Education subjects is available on the Educator Preparation page.