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Academic Catalog 2017-2018

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Elementary Inclusive Education

Department of - Curriculum & Teaching

Contact Information

(212) 678-3695
(212) 678-3237
Dr. Srikala Naraian

Program Description

The Preservice Program in Elementary Inclusive Education prepares teachers to teach all children, particularly in urban contexts. The course of study emphasizes curriculum development for heterogeneous classrooms, critical multiculturalism, teaching for equity and social justice, and an inquiry approach to teaching and learning.  The program reflects the pluralism at Teachers College; our students study a wide variety of approaches to education rather than a single approach.  In keeping with this philosophy, the emphasis is on leadership, inquiry, and practice-based and moral decision making.
 
Our stance is that there is no single truth in education.  Teachers must be expert "kid-watchers": searching for the best way to teach each individual child and group of children. Such teaching lacks the safety and predictability of the "tried and true" approach and requires individuals who understand the limitations of fixed formulas and who enjoy reaching out into the unpredictable world created by the diversity and the uniqueness of each child and each group of children.  We seek prospective teachers who have a deep commitment to learning from and with children, about their passions and habits, interests and needs. We prepare teachers to draw upon community and family assets and consciously build a capacity approach to working in low-income neighborhoods.  Above all, we wish to prepare educators who put developing relationships with children, their families, and community members well ahead of obtaining high scores on standardized tests.
 

The Preservice Program in Elementary Inclusive Education is both a graduate program and a professional course of study. This rigorous academic program is designed primarily for those who have no (or minimal) formal preparation or coursework in education and are beginning their study of teaching. The program leads to an M.A. degree and New York State teacher certification. Upon completion of the program, graduates can also apply for teacher certification in states other than New York, and many secure teaching positions elsewhere in the U.S. as well as internationally.

There are two main components to the program: course work and student teaching. All M.A. students have a five-year candidacy period in which to complete their degree program.

40-CREDIT PROGRAM—Elementary only

Our students typically choose either to: 1) accelerate through the program in 13 or 16 months (summer, fall, spring, summer OR spring, summer, fall, spring, summer), taking courses as they engage in student teaching; or 2) complete the program over two or more years, an option that enables them to complete most classes before beginning to student teach and to hold a part-time job while taking coursework only. Because of the intensive nature of an accelerated approach, part-time employment is strongly discouraged. While courses generally meet in the late afternoons and evenings, the Preservice Core includes some full-day classes.

52-CREDIT PROGRAM—Elementary and Teaching Students with Disabilities

The 52-credit program builds on the 40-credit program. After completing two semesters of student teaching and accompanying coursework from the 40-credit Elementary Inclusive program, students in the dual certification track spend an additional fall semester taking courses and interning in schools. This is the Critical Special Education Core semester and is anchored by a third student teaching placement in schools that serve as laboratories for assisting students and teachers to design increasingly inclusive learning environments for students with a range of disabilities. 

Degree Summary

ELEMENTARY INCLUSIVE EDUCATION-INITIAL CERTIFICATION (ELEM-INIT) 

Master of Arts (M.A.)

ELEMENTARY INCLUSIVE EDUCATION AND TEACHING STUDENTS WITH DISABILITIES-DUAL CERTIFICATION (ELEM-DUAL)

Master of Arts (M.A.)

For a complete listing of degree requirements, please click the "Degrees" tab above

For a complete listing of degree requirements, please continue on to this program's "Degrees" section in this document

Degree Requirements

M.A.: Elementary Inclusive Education-Initial Certification

COURSE REQUIREMENTS FOR THE 40 CREDIT PROGRAM (MA-ELEM-INIT)
M.A. Elementary Inclusive Education

Student Teaching Semesters - Restricted to Student Teachers

Course #, Course Name, and Credits
C&T 4123      Curriculum and Instruction in Inclusive Elementary Education (Fall)  3
C&T 4124      Curriculum Development in Inclusive Elementary Education (Spring) 3
C&T 4726      Professional Laboratory Experiences/Student Teaching in Elementary Education (year-long course) 8
C&T 4132      Learning and Teaching in the Primary Reading/Writing Classroom 3
C&T 4133      Learning and Teaching in the Intermediate Reading/Writing Classroom 3

Foundations and Methods Courses

Course #, Course Name, and Credits
MSTM 5010   Mathematics in the Elementary School 3
MSTC 4040   Science in Childhood Education 3
C&T 4143     Multicultural Social Studies in the Elementary and Middle School 3
HBSS 4116    Health Education for Teachers 1-2
C&T 4000     Disability in Contexts 3
Various         Educational Foundations * (Philosophy/Social Science in Education or Child Development) 2-3

Literacy Elective
C&T 4140, 4141, 4853, 4858, 4842, HBSK 4074, etc.**     2-3

Other Courses
Various          Elective ***   0-3

*An appropriate undergraduate course may be substituted for this requirement; please consult with Preservice Faculty.
**C&T 4136 or C&T 4138 cannot be taken as a literacy elective. These courses are redundant of the required Literacy Methods course.
***The Program does not require any elective; most students have room for a one-credit elective. See Program Office for many one-credit class options.


New York State Education Department (NYSED) has teacher certificaton requirements that are needed for program completion and graduation which are listed in the Office of Teacher section of the catalog.


M.A. Elementary Inclusive Education and Teaching Students with Disabilities

Course Requirements for the 52-Credit Program (MA-ELEM-DUAL)
M.A. Elementary Inclusive Education and Teaching Students with Disabilities

Student Teaching Semesters - Restricted to Student Teachers

Course #, Course Name, and Credits
C&T 4123      Curriculum and Instruction in Inclusive Elementary Education (Fall) 3
C&T 4124      Curriculum Development in Inclusive Elementary Education (Spring) 3
C&T 4726      Professional Laboratory Experiences/Student Teaching in Elementary Education (year-long course) 8
C&T 4132      Learning and Teaching in the Primary Reading/Writing Classroom 3
Topics course work on literacy supports (2-3)

Foundations and Methods Courses

Course #, Course Name, and Credits
MSTM 5010   Mathematics in the Elementary School 3
MSTC 4040   Science in Childhood Education 3
C&T 4143     Multicultural Social Studies in the Elementary and Middle School 3
HBSS 4116    Health Education for Teachers 1-2
C&T 4000     Disability in Contexts 3
C&T 4301     Formal Assessment of Exceptional Students  3
Various         Educational Foundations * (Philosophy/Social Science in Education or Child Development) 2-3

Other Courses

Course #, Course Name, and Credits 
Various          Elective** 0-3

Critical Special Education Practicum Semester

Course #, Course Name, and Credits
C&T 5081      Collaborative Communication in Cultural Contexts 3
C&T 5080      Access to Full Participation in Schools 3
C&T 4311      Disability Studies Practicum: School-Based 3
C&T 5905      Seminar: Discourses in Difference 3

*An appropriate undergraduate course may be substituted for this requirement; please consult with Preservice Faculty.
**The Program does not require any elective; most students have room for a one-credit elective. See Program Faculty for many one-credit class options.

New York State Education Department (NYSED) has teacher certification requirements that are needed for program completion and graduation which are listed in the Office of Teacher Education section of the catalog.


Application Information

All admissions materials must be received by the early or final deadlines as advertised by the College. Those who complete their applications after the early deadline may not have the opportunity to begin student teaching in their first year, even if admitted. For information on application deadlines, see the Admissions section of this bulletin.

Acceptance to the program requires strong academic credentials, articulate and thoughtful writing, strong and relevant professional or academic references, and a clear fit between program goals and the goals expressed by the applicant. At a minimum, applicants should have a GPA of 3.0 or above and evidence of a commitment to educational equity and diversity. We look for prior experience working with children and/or youth.

In 2015, the New York State Legislature approved a law that requires students to submit GRE scores to be considered eligible for graduate-level teacher preparation.  We, at Teachers College, are bound to comply with this law.  For your information, this requirement does not align with the commitments and values of the Inclusive Education programs. 

 

 

Financial Aid

See the Office of Financial Aid for more information.

Faculty List

Faculty

Lecturers

Visiting Faculty

Adjunct

Full-Time Instructors

Instructors

Associate Professor of Education
Professor of Education
Assistant Professor Elementary & Inclusive Education
Lecturer

For up to date information about course offerings including faculty information, please visit the online course schedule.

Course List

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.

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.

C&T 4132 Language and teaching in the primary reading/writing classroom

Professors Calkins, Siegel, and Souto-Manning. Permission required. Examines principles of literacy learning in young children and introduces theories, practices, and materials for teaching reading/writing in primary grades in diverse settings.

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.

C&T 4143 Multicultural social studies in the elementary and middle school

Permission required. Teaching, learning, and curriculum development in social studies including a critical examination of content and methodology, current practices and issues, state, and professional standards.

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 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.

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.