This 30-credit program is designed around a required core of courses comprised of advanced variants of existing Learning Disabilities courses (10 credits), a new advanced assessment practicum (3 credits), a new advanced seminar and culminating experience in special education practices (3 credits), with an additional 14 credits of elective.

The specific courses and tailored assignments making up an individual program are determined in a mandatory program planning meeting between the graduate student and a program adviser; candidates are required to gain written approval for their specific program plan before commencing coursework.

Electives are selected from among the following (to be determined jointly in mandatory consultation with a program advisor):
Coursework related to –

• Other special education topics
  
• Behavioral Disorders
  
• Autism Spectrum Disorders
  
• Early Childhood Special Education (could qualify for an additional age-level)
  
• Blind/VH
  
• Deaf/HH
  
• Gifted and Talented (could apply for a NYS extension)
  
• Severe/Multiple Disabilities (could apply for a NYS annotation)
  

*Representative of the spectrum of choices, but not an exhaustive list of the elective options

16-credit Required Core

The 16-credit core represent existing HC courses that, together, form yearlong intensive preparation called the HC Learning Lab (HCLL) that integrates methods coursework with supervised clinical teaching of students with learning disabilities (LD). The HCLL provides multiple opportunities for advanced graduate work. Advanced variations would be tailored to the graduate student’s individual experience and interests and could include advanced apprenticeships.

Examples of variations that could be undertaken solo, in pairs, or teams for the methods courses:

• Researching extensions of instructional methods, applying them in classrooms;
• Developing the technology aspect of course topics;
• Preparing and presenting methods training packets and sessions;
• Exploring literature/web resources related to evidence-based practices, curriculum and assessment with students;
• Videotaping the demonstration of instructional/assessment evidence-based practices with individual students or small groups;
• Overseeing expanded use of the course Bb site (audio/video clips, guiding discussions, etc.);
• Mentoring pre-service classmates by modeling methods and providing feedback on practice sessions (could include video for either or both);
• Developing school contacts using exemplary instructional practices, for visitations, videotaping, and cross-pollination.

Examples of variations that could be undertaken solo, in pairs, or teams for the clinical teaching lab:

• Coaching one or more classmates in the HCLL (live, via audio and/ video);
  
• Videotaping and analyzing instructional/assessment in the HCLL;
  
• Developing technology use within the HC Learning Lab (HCLL);
  
• Maintaining and developing the HCLL materials collection;
  
• Creating workshops for instructional materials making;
  
• Developing special initiatives within the HCLL (writing project; video projects; practice projects; curriculum-based measurement projects, etc);
  
• Overseeing expanded use of the course Bb site (audio/video clips, guiding discussions, etc.);
  
• Supporting HCLL research (interviewing, assessing, videotaping, observing, etc.).

Plus, Advanced Seminar in Special Education Practice

Culminating experience focused on integrating, strengthening, and extending understanding of learning disabilities and research-based instructional skill. Entails creating individual video demonstrations and group projects focused on critical areas of specially-designed instruction for student with learning disabilities, creating presentations to student, teacher, and/or parent groups. Also includes creation of a professional portfolio.