Bachelor of Arts
The courses in the program give students instruction and experience working with students with disabilities in inclusive settings and in self-contained classrooms, and combine the study of a Core Content (English) with the study of Adolescence Education. Because the coursework approaches education topics from an intersectional lens, issues of inclusion cannot be separated from the core of the Adolescence program. All students who seek New York State certification in 7-12 education must complete the dual certification track in one content area and in Teaching Students with Disabilities (7-12).
Upon successful fulfillment of the requirements of this program and passing examinations required by New York State, students qualify to be recommended for (NYSED) initial certification in two areas: Inclusive Adolescence Education (7-12) and Teaching Students with Disabilities (7-12).
Reciprocity with most states allows students to secure certification in other regions with minimal effort, usually an application and fees paid to that state or commonwealth.
Student Learning Goals:
- To prepare students to understand and integrate knowledge of physical, social, cognitive, and emotional development, with understandings of disabilities and multiculturalism, and to constructively assess and evaluate student needs, abilities, and developmental and academic progress;
- To prepare students to teach appropriate 7-12 content in accordance with the pertinent learning standards for New York State, and to develop and implement a standards-based curriculum that produces students who are college and career-ready;
- To prepare students to effectively use a variety of teaching strategies and methodologies, and to incorporate the use of a variety of technologies into their instructional repertoires; and,
- To prepare students to work collaboratively with fellow students and other stakeholders, and to act ethically and responsibly in decision-making and in their interactions.
The program's professional semester and field placements occur in multiple middle and high schools in local and rural districts in surrounding areas. Students also spend a summer at Cazenovia College after their junior year studying strategies for teaching students with disabilities, and working in summer programs and schools with adolescents with disabilities.