SE 537 Introduction to American Sign Language (A.S.L.) (3)
Students will demonstrate receptive and expressive mastery of targeted, context specific commands, questions, statements and dialogue, using the manual alphabet and signing Exact English. Stu-dents will develop cross-cultural skills and understanding of the deaf community. Offered as a hybrid/ online course.
SE 616 Research in Special Education (3)
Presents an overview of research design as applicable to students with disabilities, including those with multiple and severe disabilities. Examines use of computer software as research tool. Students prepare either a paper based on an original research design, or a paper based on analytical/historical outline of a question or problem specific to the target population and a journal article of publishable quality based on the paper. Offered as a hybrid/online course.
SE 621 Adaptive Methods for Developing Motor Skills in Students with Health and/or Physical Disabilities (3)
Addresses the needs of students with physical and/or health impairments in order to promote optimal participation in the educational setting. Skills in positioning and physical handling techniques, methods for developing daily living skills competence, modification and adaptation of curriculum and instructional materials, and teaming efforts with related service providers are addressed. Field experience required. Offered as a hybrid/online course.
SE 623 Positive Behavior Approaches (3)
Application of behavioral principles and paradigms utilized in the classroom including Positive Behavior Supports, Applied Behavior Analysis and TEACH; intervention and scheduling; changing, maintaining, and transferring new behaviors. Assessing behavior in environmental context and utilizing positive practices for prevention of behavioral excesses. Field experience required.
Offered as a hybrid/online course.
VI 532 Psychosocial Aspects and Evaluation of Blindness and Visual Impairment (3)
Changing nature of population; definitions; history of services; legislative history; attitudes towards the blind; adjustment to blindness; effects of blindness on cognitive, physical, psychological and social development during early childhood, adolescence, transition, and adulthood; formal and informal evaluation procedures.
Field experience required.
VI 533 Assessment and Functional Implications of Visual Impairment (3)
Anatomy and development of the eye; nature and degrees of impairment; optical and non-optical devices for low vision; vision testing in clinical and educational settings; assessment of visual perceptual functioning; learning media assessment; functional vision assessment. Field experience required.
VI 534 Orientation and Mobility for Teachers (3)
Special skills required for successful independent travel. Skills to be stressed are concept development, orientation and spatial awareness, exploration of the environment, and precane techniques. Students will participate in a variety of movement experiences using occluders which simulate both total and partial vision loss.
Field experience required as well as 2-day residency on campus.
VI 535 Literary Braille and Instructional Strategies (3)
Reading and writing of standard English Grade II Braille, using both Braille writer and slate and stylus. Preparation of assignments in both “hard” Braille and “simulated” Braille using computer programs. The teaching of Braille reading and writing, with attention to the New York State Learning Standards for the English Language Arts. Field experience required.
VI 538 Nemeth and Other Specialized Braille Codes (2)
Continuation and reinforcement of literary Braille; instruction in reading and writing of Nemeth code for scientific and mathematical notation; instruction in utilization of Cranmer abacus for math calculation. Braille formatting, foreign language codes, music Braille, and computer Braille code are introduced. Strategies for Braille reading and writing instruction are further developed, with continuing attention to the New York State Learning Standards for English Language Arts. Field experience required.
VI 539 Assistive Technology for Students Who Are Blind or Visually Impaired (1)
Overview of assistive technology for persons who are blind or visually impaired–Braille, enlarged print, speech. Lecture and “hands-on” experience with screen readers, Braille note takers, Braille translation programs, and screen magnifiers. Representatives from technology companies, the American Printing House for the Blind, and local distributors will explain and demonstrate use of products and assist with instruction of selected devices and programs. Offered as a week-long, on-campus institute in July.
VI 641 Methods for Academic Learners Who Are Blind or Visually Impaired (3)
Principles of materials development and teaching strategies for children with visual impairments and total blindness. A sampling of all K-12 subject areas is examined, and special emphasis is placed on reading readiness, reading, the language arts, and visual stimulation. Instruction in developing tactile graphics; students will create tactile graphics to enhance lessons presented in class and/or online. Students will examine means of assuring that New York State Learning Standards in all identified areas are met by all learners.
VI 642 Methods for Young and/or Multiply Impaired Learners Who Are Blind or Visually Impaired (3)
Assessment and intervention strategies for working with young and/or older multiply disabled learners who are blind or visually impaired. Emphasis on developing compensatory skills in young children, and functional skills in older blind and visually impaired children with multiple disabilities; perspective is teaming and collaboration. The New York State Learning Standards and Alternate Performance Indicators for Students with Severe Disabilities will be identified and addressed in curriculum planning.
VI 717 Student Teaching and Advanced Seminar (3)
Student teaching either during the academic year, if the student is employed working with learners who are visually impaired, or during the summer. Placements will be determined in consultation with faculty. The seminar refines topics such as working with the para-educator, working with families, developing appropriate I.E.P. goals and objectives, conducting functional vision assessments, learning media assessments, transition plans, and preparing community presentations.