Please check the Class Schedule or contact the program for specific course availability for each semester:
C&T 4000 Disability, exclusion, and schooling
This course explores the ways disability status and other facets of identity (such as race, ethnicity, language background, gender, sexuality, religious affiliation) interact with the cultural practices of exclusion in schooling. There is a central focus on ableism in schools, curriculum, and instruction. Students learn inclusive classroom pedagogies to mitigate exclusionary pressures in schools and work toward equitable practices and outcomes.
C&T 4123 Curriculum and instruction in elementary education
Permission required. An introduction to teaching, learning, and curriculum in elementary classrooms, including learning processes; instructional planning; student observation and assessment; classroom management; working in urban, diverse, and inclusive settings; and culture and community. The course emphasizes the relationship between theory and practice and supports students in the development of self-analytic, reflective, problem solving skills and instructional planning. Special fee: $100.
Instructor(s): Britt Hamre, Celia Oyler
C&T 4124 Curriculum development and instruction in inclusive elementary education
Permission required. Continuation and extension of C&T 4123, with an emphasis on curriculum design, standards, multi-level curriculum development, and planning instruction based on student assessment.
Instructor(s): Britt Hamre, Celia Oyler
C&T 4133 Learning and teaching in the intermediate reading/writing classroom
Permission required. Examines strategies for teaching, organizing, and assessing reading, writing, and speaking in intermediate grades.
Instructor(s): Lucy Calkins
C&T 4301 Formal assessment of exceptional students
Permission required. Participation in educational assessment of referred children. Analysis of observational and standardized test data; formulation of educational enrichments, accommodations, and modifications. Lab fee: $150.
C&T 4311 Advanced practicum--Teaching students with disabilities
Permission required. Practicum in New York City schools, coupled with Critical Special Education Core classes. Co-requisites: C&T 5080, 5081, and 5905.
C&T 4726 Professional laboratory experiences/student teaching in elementary education
Permission required. Students must begin in the fall term. Students engage in an intensive field placement under the sponsorship of a classroom teacher with supervision shared by the cooperating teacher and Teachers College staff members. The experience begins with a three-week practicum period, followed by a ten-week student teaching experience; students spend a minimum of 3 1/2 days in the classroom each week. Classrooms provide experience with both younger and older children in a range of urban settings. Offered in conjunction with C&T 4123 and C&T 4124. Students applying to student teach must file a Declaration of Intention to Student Teach by mid-April, prior to the fall term.
C&T 4729 Professional laboratory experiences/student teaching (year-long) in elementary education
Permission required. Students engage in an intensive field placement under the sponsorship of a classroom teacher with supervision shared by the cooperating teacher and Teachers College staff members. The experience begins with a three-week practicum period, followed by a ten-week student teaching experience; students spend a minimum of 3 1/2 days in the classroom each week. Assignments to classrooms provide an emphasis on education for both younger and older children in a range of urban settings, including opportunities in the College's professional development schools. Students applying to student teach must file a Declaration of Intention to Student Teach by April 15th prior to the fall term.
C&T 5080 Access to full participation in schools
This course is designed to offer an in-depth understanding of issues that frame the participation of students with disabilities in various educational settings. It critically examines the legal and structural framework that regulates the education of students with disabilities. This course explores current pedagogical practices within the field of special education, while it simultaneously seeks to build the tool-kit of teachers to meet the needs of students with varying kinds and degrees of educational needs. This involves a critical examination of classroom structures for participation that have traditionally been made available to students with disabilities as well as the exploration of alternate ones that can facilitate the learning and development of a diverse student body.
C&T 5081 Collaborative communication in cultural contexts
This course is designed for students taking the Inclusive Elementary Disability Studies Core. This course explores, from a disability studies perspective, strategies for developing effective communication and interpersonal interaction skills appropriate for both collaborative and consultative relationships in schools. Focus is on the development of these skills in interactions with both school professionals and family members of students. Particular attention is paid to the development of these skills in ways that are responsive and relevant to people from marginalized groups.
Instructor(s): Celia Oyler
C&T 5905 Seminar: Discourses in difference
Permission required. Students work in small groups under guidance on practical problems related to teacher-as-scholar practitioner, teacher-as-classroom researcher, and teacher-as-change agent. Emphasis on ethical practices for diverse learners. This capstone seminar takes a critical, socio-historical look at the field and its competing discourses in order to understand clearly the role of educator. Special fee: $25.