Curriculum and Instruction

B.S. Childhood Education and Special Education (dual initial certification)


The 120-credit Bachelor of Science degree in Childhood Education and Special Education prepares you to become a knowledgeable, caring and inspiring teacher of children with and without disabilities who are in the first through sixth grades.

In pursuing your undergraduate degree, you will examine theories of child development, motivation and learning for youngsters ranging in age from 6 to 12 years old. You will master the skills needed to encourage students to learn new material and to take responsibility for themselves and one another. As you work toward this degree you will gain an understanding and appreciation of subjects ranging from science to music to language arts. You also will acquire techniques to assess and evaluate a child’s intellectual, social and physical development and learn the basic principles of classroom management for a diverse student population. Additionally, teacher candidates receive a vigorous course of study in the assessment and support of students with a variety of special needs. They learn about a variety of educational approaches to special educations as well as practical applications across different educational settings. The program will culminate in a semester-long student teaching experience that will allow you to practice your new skills in a classroom setting. This degree qualifies you for New York State Initial Teaching Certification and Special Education certification.

After you complete all degree requirements, successfully pass New York State Licensure tests (EAS, CST and edTPA) and you have completed all required teacher certification workshops, you will be awarded Initial teaching certification by the New York State Department of Education (NYSED) in Childhood Education and Special Education. Please refer to the NYSED certification website (www.highered.nysed.gov/tcert/) for the most up to date changes in certification requirements.

The Childhood Education degree is a joint program between LIU Post’s College of Education, Information and Technology and the College of Liberal Arts and Sciences. The teacher education programs in LIU Post's Department of Teaching and Learning are nationally accredited by the Council for the Accreditation of Educator Preparation (CAEP).


Program Curriculum

Course # Course Name Credits

EDI 14

Historical, Philosophical and Sociological Foundation of Education

3.00

PSY 98

Psychological Perspectives of Teaching and Learning

3.00

EDI 16A

Curriculum and Assessment for Preservice Teachers

3.00

EDI 19

Culturally Responsive-Sustainable Education

3.00

EDI 56

Literacy Acquisition for English Language Learners

3.00

EDS 60

Literacy Development: Birth–Grade 6

3.00

EDS 62

Literacy Assessment for the Classroom Teacher: Birth – Grade 6

3.00

EDI 63

Methods in Teaching Elementary Social Studies

3.00

EDS 600

Introduction to the Study of the Exceptional Child and Adolescent

3.00

EDI 54

Mathematics Content Standards & Pedagogies for Elementary School Studies

3.00

EDI 55

Designing and Assessing Mathematics Instructions for Elementary Students

3.00

EDI 69

Methods in the Teaching of Science in the Elementary School

3.00

EDS 630

Curriculum Based Assessment and Instruction of Students with Mild Disabilities at the Elementary and Secondary Levels

3.00

EDS 632

Instruction and Classroom Management for Children with Emotional and Behavioral Problems

3.00

EDS 633

Accommodating Learner’s w/ Special Needs-Inclusive Settings

3.00

EDI 64C

Student Teaching, Childhood/Childhood Special Ed

6.00


Course # Course Name Credits
Required Core Courses 
(32-33 Credits)
POST 101 Post Foundations 1
FY First-Year Seminar 3
ENG 1** Writing 1 3
ENG 2** Writing 2 3
MTH 5 Quantitative Reasoning 3-4 
Choose one course from each of the five below course clusters and one additional course from one of the clusters.
Scientific Inquiry & the Natural World
4
Creativity Media & the Arts 3
Perspectives on World Culture 3
Self, Society & Ethics 3
Power, Institutions & Structures (ECO 10 Required) 3
One additional course from one of the five above clusters. (ECO 11 Required) 3
General Elective (3 Credits from Any Course)

* Some courses may count as core and others as electives.

** In addition to ENG 1 and 2, students take at least 3 more writing intensive (WAC) courses as part of their major, core, or elective courses.  ENG 303 and 304 can satisfy the ENG 1 and 2 requirement for students in the Honors College.

Credit Requirements
Total Major Requirement Credits 54
Elective Major Credits 6
Total Elective Liberal Arts & Sciences Credits 27-28
Total Core Requirement Credits 32-33
Total Degree Credits 120

Courses

EDI 14 Historical, Philosophical and Sociological Foundations of Education

The analyses of major movements, educational legislation, institutions, men, women and thoughts in education are considered in regard to current trend. Emphasis is on the implications of the analyses for modern educational principles and practices.

Credits: 3

Every Fall and Spring



EDI 16A Curriculum and Assessment for Pre- service Teachers

This course provides teacher education majors with a knowledge base in the development of the K- 12 curriculum and with modes of authentic assessment (portfolio and performance) that help students evaluate their academic progress. Emphasis is placed on the conceptual foundations and development of curriculum, efforts to reform and re-conceptualize the curriculum, external influences on the process of curriculum change, and the role of the teacher in curriculum development and student assessment.

Credits: 3

Every Fall and Spring



EDI 19 Culturally Responsive-Sustaining (CR-S) Education

In alignment with the New York State CR-S Education Framework, this course offers a cultural view of learning and human development in which multiple expressions of diversity (e.g., race, social class, gender, language, sexual orientation, nationality, religion, ability)are recognized and regarded as assets for teaching and learning.

Through an equity and inclusion lens that elevates historically marginalized voices, students will examine a complex system of biases and structural inequities; explore the relationship between historical and contemporary conditions of inequality and ideas that shape access, participation, and outcomes for learners and communities; and developing socio-politically conscious and socio-culturally responsive approaches to all facets of education.

Every Fall and Spring

A pre requisite of EDI 14 is required. Credits: 3




EDI 40A Multimodal Approach to Early Childhood Play-based Curriculum and Instruction (Birth to Preschool)

The course provides pre-service teachers a broad overview of the complexities and approaches to multimodal learning in a play-based preschool classroom setting, with emphasis on the practical applications of implementing a multimodal approach to education to promote physical, intellectual, social, creative, emotional, and sensory needs of young children. Candidates learn how to encourage continuous growth and development through the use of appropriate methods, materials, and activities in a play-based environment.

Candidates consider culturally sensitive ways of caring and teaching as they examine the basis for developing suitable programs and formulating criteria to enhance the learning experiences of young children.

Pre requisites: EDI 14 and PSY 98 or EDI 15A. Credits: 3

Every Fall

EDI 41A Nurturing Young Children's Development: A Multicultural Approach (Birth to 2nd Grade)

Taking a broad ecological approach, the course integrates the use of observation, documentation, and assessment in understanding young children’s developmental, familial, cultural, educational, historical, sociological, and political contexts.

Scientific findings on the physical, cognitive, emotional and social development of children in prenatal, infancy, preschool and middle childhood are examined. The integration of perception, cognition and growth in nurturing young children’s multicultural identity is stressed, and their significance for teaching and guidance processes is emphasized. Ten hours of fieldwork will be required.

Pre requisites: EDI 14 and PSY 98 or EDI 15A or be active in the Speech Lang Path and Audio plan. Credits: 3

Every Fall



EDI 42 Multimodal Approach to Early Childhood Play-based Curriculum and Instruction (K-2)

Using an integrated approach to the design of curriculum and instruction, the course gives the pre-service teacher a broad overview of creative ways to nurture young children’s multimodal literacies in a play-driven learning environment. The course provides opportunities to explore interconnections among subject areas of early childhood learning through the planning and implementation of integrated science, technology, research, engineering, art, and mathematical learning and in developing curricula. Emphasis will be on the practical applications of designing learning spaces that foster play and investigation. Teacher candidates will be exposed to theories of play, the importance of using play and young children’s creative modalities as basis for early childhood learning. Fieldwork is required. Prerequisite of EDI 14, 40A ,41A, and PSY 98 or EDI 15A are required.

Credits: 3 Every Spring

EDI 54 Mathematics Content Standards & Pedagogies for Elem School Students

This course is intended to introduce Childhood teacher-candidates to current standards for content and pedagogy. Contemporary strategies to identify and create engaging instructional activities to teach concepts consistent with current best practices will be explored. Multiple approaches will be considered with the goal of creating equitable learning environments for diverse students.

Pre-requisites of MTH 15, EDI 14 and a pre or    corequisite of MTH 16

Credits: 3 Every Fall



EDI 55 Designing and Assessing Mathematics Instruction for Elementary Students

This course is intended to develop skill in creating engaging instructional activities and writing lesson plans aligned with state and national mathematics standards for grades 1 through 6. The key role of assessment in developing instruction will be emphasized. Teacher candidates will design, practice teaching that mathematics instruction, and reflect on their teaching.

Pre-requisites of MTH 15, MTH 16, EDI 14, EDI 54, and PSY 98 or EDI 15A are required.

Credits: 3

Every Fall and Spring



EDI 56 Literacy Acquisition for English Language Learners

This course provides a theoretical and practical background into the issues related to the development of reading and writing for ENL and bilingual children. With focus on: the transfer of reading skills from a native to a second language; the social, cultural and socioeconomic dimensions of literacy; research on children's first and second language literacy acquisition in the settings of home, community and in schools; bilingualism and biliteracy; teaching literacy to ENL learners of diverse ages and linguistic, ethnic, cultural and socioeconomic backgrounds; and developing advanced literacy through academic content areas. The course will also study the teaching of poetry because poetry, with its musical nature, has been shown to be one of the best tools for teaching literacy to linguistically diverse children.

Credits: 3

Every Fall and Spring



EDI 63 Methods in Teaching Elementary Social studies

Creative methodology in the teaching of social studies planning, research, reporting, and culminating activities.

Prerequisites of EDI 14,16A, and EDI 15A or PSY 98 are required.

Credits: 3

Every Fall and Spring

 

EDI 64A Student Teaching, Childhood (Grades 1- 6)/Early Childhood

Supervised student teaching experience in selected private and public schools from birth - grade 2 and grades 1 through 6. Student teachers are expected to apply constructivist theories of teaching and learning in the classroom. Teaching portfolios include evidence of accomplishment as reflective practitioners across INTASC standard of teaching performance. Professional collaboration with cooperating teachers, colleagues, and university supervisor is encouraged throughout the experience. A weekly seminar provides a forum for critical analysis of teaching that employs self- assessment and peer review with the university supervisor. A minimum of 360 hours of teaching, observation, and participation in staff and school activities is required. Only under exceptional circumstances, with appropriate documentation, can permission be granted by the Chairperson to take a course concurrently with student teaching.

Credits: 6

Every Fall and Spring



EDI 69 Methods in the Teaching of Science in the Elementary School

This course addresses the content, methods, and materials relevant to teaching science in the elementary school.

Prerequisites of EDI 14,16A, and EDI 15A or PSY 98 are required.

Credits: 3

Every Fall and Spring

EDS 45 Teaching Students with Disabilities in Inclusive Classrooms

This course introduces students to each of the 13 special education classifications as defined by the Individuals with Disabilities Education Act, addressing each disability category with evidence-based interventions to be implemented within inclusive placements. The referral and evaluation process will be addressed along with the development of Individualized Family Service Plans and Individualized Education Programs. Specific attention will be given to positive behavior supports and interventions and strategies for collaborating with professionals and for developing systems that foster family engagement.

Credits: 3

Every Fall and Spring

EDS 60 Literacy Development: Birth-Grade 6

This course addresses strategies and resources for childhood language acquisition and current principles and practices in teaching literacy. Relevant approaches and research findings that can be used in the classroom setting will be explored. Students have the opportunity to observe and ex- plore various ways literacy is used in the classroom. Credits: 3

Every Fall and Spring



EDS 62 Literacy Assessment for the Classroom Teacher: Birth-Grade 6

This course focuses on acquainting students with current assessments used to identify reading issues including problems, levels, and specific reading strengths and weaknesses of elementary school students in the classroom setting. Further emphasis is placed on the use of current principles, practices, strategies, techniques, and the effective integration of technology in evaluating and treating the elementary school classroom student. Case studies will be developed and discussed.

Credits: 3

Every Fall and Spring




CONTACT

College of Education, Information, and Technology
post-educate@liu.edu