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Elementary Inclusive Education

Department of Curriculum & Teaching

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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 one.  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 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.

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 certifications. UStudents may also apply for certification in other states according to state-specific processes and inter-state reciprocal agreements. 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.

44-CREDIT PROGRAM—Elementary Education and Teaching Students with Disabilities

This program is designed to prepare student teachers to work with all children particularly those from marginalized communities who experience forms of exclusion in schools. All students in the program will earn an M.A. degree and pursue certifications in both Childhood Education (Grades 1-6) and Teaching Students with Disabilities (Grades 1-6).

56-CREDIT PROGRAM—Elementary Education with Gifted Extension

The Gifted Extension option allows students in the Elementary Inclusive Education Program to receive the New York State extension in gifted education along with dual certifications in Elementary Education and Teaching Students with Disabilities by including 12 credits in gifted education in their course study.

Degrees

  • Master of Arts

    • Points/Credits: 44

      Entry Terms: Spring/Summer/Fall

      Certification:

      • NY State Initial: 1-6
      • NY State Initial: Students with Disabilities 1-6

      Degree Requirements

      Course Requirements for the 44-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      Student Teaching Methods: Inclusive Teaching Seminar I (Spring) 3
      • C&T 4124      Student Teaching Methods: Inclusive Teaching Seminar II (Fall) 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 4019      Literacy Supports 3

      Foundations and Methods Courses

      Course #, Course Name, and Credits

      • C&T 4000      Disability, Exclusion, and Schooling 3
      • C&T 4320 Practicum for Disability, Exclusion, and Schooling 0
      • C&T 4143      Multicultural Social Studies in the Elementary and Middle School 3
      • MSTC 4040    Science in Childhood Education 3
      • MSTM 5010   Mathematics in the Elementary School 3
      • HBSS 4116    Health Education for Teachers 1
      • Various Educational Foundations * (Philosophy/Social Science in Education or Child Development) 3
      • C&T 4037 Relational Approaches to Challenging Behavior 2
      • C&T 4199 Inclusive Curriculum & Instruction 1
      • C&T 5081 Collaborative Communication in Cultural Contexts 1
      • C&T 4060 Literacy for Students with Significant Disabilities 2
      • C&T 4321 Practicum for Literacy for Students with Significant Disabilities 0
      • C&T 4301 Educational Assessment of Students with dis/AbilitiesEducational Assessment Special Education Students 2

       

      *An appropriate undergraduate course may be substituted for this requirement; please consult with Program Faculty.

       

      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.

    • Points/Credits: 56

      Entry Terms: Spring/Summer/Fall

      Certification:

      • NY State Initial: 1-6
      • NY State Initial: Students with Disabilities 1-6
      • NY State Gifted Ed. Extension

      Degree Requirements

      The Gifted Extension option allows students in the Elementary Inclusive Education Program to receive the New York State extension in gifted education along with dual certification in Elementary Education and Teaching Students with Disabilities by including 12 credits in gifted education in their course study.

      Course Requirements for the 56-Credit Program (MA-GFEX-DUAL)

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

       

      Student Teaching Semesters - Restricted to Student Teachers

      Course #, Course Name, and Credits

      • C&T 4123    Student Teaching Methods: Inclusive Teaching Seminar (Spring) 3
      • C&T 4124    Student Teaching Methods: Inclusive Teaching Seminar II (Fall) 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 4019    Literacy Supports 3

       

      Foundations and Methods Courses

      Course #, Course Name, and Credits

      • C&T 4000    Disability, Exclusion, and Schooling 3
      • C&T 4320    Practicum for Disability, Exclusion, and Schooling 0
      • C&T 4143    Multicultural Social Studies in the Elementary and Middle School 3
      • MSTC 4040 Science in Childhood Education 3
      • MSTM 5010 Mathematics in the Elementary School 3
      • HBSS 4116 Health Education for Teachers 1
      • Various Educational Foundations * (Philosophy/Social Science in Education or Child Development) 3
      • C&T 4037    Relational Approaches to Challenging Behavior 2
      • C&T 4199    Inclusive Curriculum & Instruction 1
      • C&T 4060    Literacy for Students with Significant Disabilities 2
      • C&T 4321    Practicum for Literacy for Students with Significant Disabilities 0
      • C&T 4301    Educational Assessment of Students with dis/Abilities 2
      • C&T 5080    Access to Full Participation in Schools 3
      • C&T 5081    Collaborative Communication in Cultural Contexts 1

       

      Gifted Education Extension

      Possibilities include, but not limited to:

      Course #, Course Name, and Credits

      • C&T 4021    Nature and Needs of Gifted Students 3
      • C&T 4022    Instructional Models in the Education of Gifted Students 3
      • C&T 4023    Differentiated Curriculum for Gifted Students 3
      • C&T 4025    Nurturing Talents & Gifts during the Early Childhood Years 2-3
      • C&T 4026    Giftedness and Intelligence 2-3
      • C&T 4702    Student Teaching: Gifted 3
      • C&T 5024    Planning and Implementing Programs for Gifted Students 3

       

      *An appropriate undergraduate course may be substituted for this requirement; please consult with Program Faculty.

       

      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.

Faculty

  • Faculty

    • Srikala Naraian Associate Professor of Education
    • Celia Oyler Professor of Education
  • Lecturers

    • Britt Kjerstin Hamre Lecturer
    • Kara G. Hollins Lecturer
    • Jean YiChin Wong Lecturer

Courses

  • 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
    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 4143 - Multicultural social studies in the elementary and middle school
    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.
  • 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 - No Title Found in Banner
    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 - No Title Found in Banner
    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 5505 - Seminar: Discourses in difference
    This course will explore the epistemological orientation offered by disability studies scholarship and examine its significance for equitable schooling. Disability Studies has emerged as a strong interdisciplinary body of work that has foregrounded significance of disability rights and disability identity for a democratic orientation to schooling and society. In this course, we will examine disability as a social phenomenon as well as inquire into divergent perspectives that privilege phenomenological and interpretive approaches to the experience of disability. Course readings will include the works of disability scholars in the humanities and social sciences as well as focus on researchers in the field of education who have been informed by such scholarship. We will subsequently examine the institution of schooling through a disability studies lens and critique our educational system that is predicated on the sorting and classification of all students.
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