|
At the Warner School, a core belief in all our teacher education programs is that all teachers should be prepared to recognize the diverse needs of their students and they should have strategies to differentiate instruction so as to meet those needs. We believe that all students bring rich and meaningful experiences to school and that those experiences are resources for effective teaching, engagement, and inclusion of students.
Fundamental principles of our approach to inclusion and disability include:
- Advocating for the full inclusion of all students, particularly students with disabilities, as part of efforts to reform schools.
- Collaborating among schools, families, and communities to provide students and teachers with the necessary supports and services.
- Examining historical and cultural notions of disabilities and schooling to develop a rich understanding of disabilities, special education, the disability rights movement, disability studies, and inclusion.
For our inclusive and special education teacher candidates, there is rigorous preparation as teachers who will have the skills to teach students with diverse learning abilities, including co-teaching and collaboration with general education peers, adapting and individualizing instruction, and applying positive behavioral supports to address student and classroom management needs. Our program also focuses on assistive technology, transition planning for secondary students, and coursework based in Universal Design for Learning and differentiated instruction so that candidates can develop knowledge and skills to facilitate the learning, participation, and belonging of students with disabilities in general education settings.
The Warner School offers opportunities for students who want to pursue NYS certification for Teaching Students with Disabilities – at the early childhood (birth to grade 2), childhood/elementary (grades 1-6) and adolescent/secondary (grades 7-12) levels – in a variety of ways, depending on your career objectives and prior preparation and certifications. We also offer additional coursework and field experiences so that special education teachers can obtain the NYS annotation for Teaching Students with Severe and/or Multiple Disabilities.
See PDF for additional information on program options and prerequisites.
Preparing entry-level Inclusion teachers:
Programs for current teachers seeking additional certification in Teaching Students with Disabilities:
Programs for current inclusion teachers seeking annotation in Teaching Students with Severe or Multiple Disabilities:
Programs for holders of Initial Certification in Teaching Students with Disabilities Seeking professional certification:
Prerequisites
Prerequisites for entry-level teachers teaching special education/inclusion vary by level and specialty but generally include a bachelor’s degree with a major in a liberal art or science, one course in a language other than English (or equivalent), and one or two courses each in English language arts, math, science and social studies, depending on the grade level and specialization. For students seeking dual certification at the secondary level as subject specialists, you will also need to have completed the necessary coursework in the subject of specialization (typically 30 credits). Please check the detailed program of study for the program you are considering for specific prerequisites and other requirements for certification. If you have questions as to whether you have the prerequisites to enter the program, please contact the Admissions Office.
We expect students entering our teacher preparation programs to have already fulfilled these prerequisites. If this is not the case, you may still be allowed to enter our programs at the discretion of your advisor; you will, however, have to take the needed coursework before the end of the program in order to be recommended for certification to the New York State Education Department. Some subject matter courses taken at the graduate level can be used as electives in a master's program, provided that they are taken at the graduate level and have been approved by your advisor as part of your program of study. |
|
