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Adolescence Education: English with Students with Disabilities Certification Program (BS)

Description

The  Adolescence Education: English with Students with Disabilities Certification major will prepare students to teach English in grades 5-12 and Students with Disabilities (All Grades). Students in this program may pursue either the Literature or Creative Writing concentrations.

The English major is designed for students who wish to pursue a passion for reading and writing, and for those who seek a versatile education as they prepare for careers in education, law, business administration, public relations, advertising, government, or any field where analytical excellence and effective use of the English language are essential. English majors choose between a literature or creative writing concentration, where their course work is designed to develop analytical, research, and creative skills.

The Major in Adolescence Education: English with Students with Disabilities Studies Certification (AEESWD) is a 126-credit program. It includes 46 credits of EDI/PRO courses and 36 credits to complete the English Major Content Core. As with all other undergraduate degrees, students in the program will have to complete 32 credits of General Education courses. Because some General Education courses also count as content core or pedagogy core, there will be room for electives. This curriculum meets the requirements for three initial certifications as outlined by the State Education Department for Adolescence Education (grades 5 and 6, 7 through 12) and students with disabilities (All Grades). Students will have an assigned primary advisor in the English department and a secondary advisor in the Education, Languages, and Instructional Design department.

Admission to the Program

Students must meet SUNY 3.0 GPA requirements for admission as follows:

First-Year Students Criteria

  • High School GPA of a B or better or
  • High School Rank in the top 30% or
  • SAT (Evidence-Based Reading and Writing+Math) > 1140 or
  • ACT > 24 or
  • Brockport GPA > 3.0 based on at least 12 credits

Transfer Students Criteria

  • High School GPA of a B or better or
  • High School Rank in the top 30% or
  • SAT (Evidence-Based Reading and Writing+Math) > 1140 or
  • ACT > 24 or
  • Transfer GPA > 3.0 based on at least 12 credits or
  • Brockport GPA > 3.0 based on at least 12 credits

Students must meet NYSED requirements for minimum acceptable grades during completion of the program, including grades of C or above for all Content Core and Pedagogical Core coursework. Students must re-take courses where grades have not met this minimum acceptable grade standard.

Program Requirements

General Education Requirements (31-40 credits)

General Education

  • Written Communication (3 credits)
  • Oral Communication (3 credits) [NOTE: can be fulfilled by EDI 430]
  • Natural Science & Scientific Reasoning with Lab (3 credits)
  • Math & Quantitative Reasoning (3 credits)
  • Social Sciences (3 credits)
  • Humanities (3 credits)
  • US History & Civic Engagement (3 credits)
  • World History & Global Awareness (3 credits)
  • World Language (3 credits)
  • Diversity, Equity, Inclusion, and Social Justice (3 credits)
  • Arts (3 credits)
  • Contemporary Issues (3 credits) [NOTE: can be fulfilled by EDI 430]
  • Perspectives on Gender (3 credits)
  • Critical Thinking (encoded in other areas)

Content Cognates for SWD Certification

New York State Department of Education requires SWD teachers to take two courses in each of the following areas: English, Math, Natural Science, Social Studies, and world languages. Adolescence Education: English with Students with Disabilities Certification majors at Brockport fulfill those requirements in the following way, overlapping as much as possible with their General Education and Content Core coursework:

  • English: cognates covered in English Content Core
  • Math: 6 credits of college level math, MTH 111+, excluding MTH 113 and 114; MTH 122 recommended
  • Natural Science: 2 courses from AST, BIO, CHM, NAS 273, PHS, ESC 110-499, GEL 100, at least one with lab (N and L)
  • Social Studies: One from HST 118: History of American Capitalism, HST 202: Modern World Seminar, HST 211: Early America Seminar, or HST 212: Modern America Seminar
  • One S-coded courses from African and African American Studies, Economics, History, Political Science, Sociology, Anthropology, or Women and Gender Studies
  • Students may also choose from the following non-S coded courses:*
    • AAS 203 Ancient Africa
    • AAS 204 African Politics and Society
    • AAS 213 African Legacy
    • AAS 215 Caribbean History
    • AAS 234 Puerto Rico and Puerto Ricans: Colony, Nation, Race, Diaspora
    • HST 110 Early American Survey
    • HST 210 Early American Seminar
    • WMS 201 Little Women to Riot Grrls: Girls’ Studies
    • WMS 230 History of Women and Medicine
  • World Languages 112 or higher

Major Department Requirements (36 credits)

Students preparing for certification in Adolescence Education: English with Students with Disabilities Certification may complete either the Literature or Creative Writing concentrations in the English major. They may receive either the Bachelor of Arts or Bachelor of Science degree.

  1. Up to three 200-level courses can count towards completion of the major.
  2. English 112 does not count towards the major.
  3. At least 27 credits must be in courses numbered ENG 300 to ENG 499.
  4. ENG 303 and one other 300-level course are co-requisites for all 400-level seminars. Students must receive a grade of “C” or better in ENG 303.

English Literature Concentration (36 credits)

  • ENG 303: Introduction to Literary Analysis (3 credits)
  • One course in Shakespeare (3 credits)
  • ENG 397 Young Adult Literature (3 credits)

Creative Writing Concentration (36 credits)

  • ENG 303 Introduction to Literary Analysis (3 credits)
  • ENG 210 Introduction to Creative Writing (3 credits)
  • ENG 305 Poetry Workshop (3 credits)
  • ENG 495 The Writer’s Craft (may be repeated once)

English Adolescent Inclusive Education Pedagogy Preparation Sequence

  • EDI 459 Adolescent Development (3 credits)
  • EDI 331 Adolescence Classroom Management (1 credit)
  • Either of the following two courses:
    • EDI 409 Teaching Students with Special Needs Across the Curriculum
    • EDI 413 Introduction to Special Education (3 credits)
  • EDI 431 Language Skills I (3 credits)
  • EDI 432 Language Skills II (3 credits)
  • EDI 430 Education and Society (3 credits)
  • EDI 471 English for Multi-Language Learners
  • EDI 445 Inclusive Middle Level Teaching in English
  • EDI 465 Methods of Teaching Secondary English
  • PRO 430 Adolescence Field Experience I (1 credit)
  • PRO 431 Adolescence Field Experience II (1 credit)
  • PRO 432 Adolescence Field Experience III (1 credit)
  • EDI 414 Methods in Special Education (3 credits)
  • EDI 419 Assessment in Special Education (3 credits)
  • EDI 464 Seminar in Adolescence Inclusive Education (3 credits)
  • EDI 433 Practicum in Adolescence Inclusive Education (9 credits)

Additional Degree Requirements

  • GEP 100 Academic Planning Seminar (1 credit)

Workshops

Students must complete the following workshops and trainings for program completion:

Note: Students may complete the CAD and SAVE workshop requirements by taking the course PRO 370 (1 credit) or PBH 301 (3 credits). See the page on certification resources for more information.

Continuation Requirements (Once Enrolled)

  • Maintain ≥ 2.0 cumulative Brockport GPA
  • Earn ≥ C in all content core, EDI, and world languages courses
  • Earn an “S” in all required PRO courses
  • Complete prerequisite course(s) before moving to the next program phase
  • Minimum grade levels apply to transfer courses. Community college advising guides are available here
  • Demonstrate the dispositions necessary in the teaching profession
  • Acquire and maintain an acceptable level of professional performance
  • A ≥ 2.5 cumulative Brockport GPA is required to student teach.

Continuation in the program may be denied to any teacher candidate whose level of performance and/or dispositions do not adequately meet academic or professional standards. Decisions with respect to retention or dismissal of a teacher candidate are made by the faculty and staff of the Department of Education and Human Development, in consultation with the faculty in the Department of English, and not by any one person.

Students should note that admission into most graduate education programs in New York State will require a minimum 3.0 cumulative GPA for admittance.

Licensure & Certification

University Endorsement

Students must complete this program and submit the recommendation form to be eligible for the University’s recommendation for New York State certification. Students should consult the Brockport Certification Office for the full list of New York state requirements for certification.

New York State Initial Teacher Certification Exams

Prospective AEESWD Teacher candidates must pass the following New York State Teacher Certification Examinations (NYSTCE) to obtain initial certification in the State of New York:

English Certification Exams

  1. Educating All Students (EAS)
  2. Content Specialty Test (CST) – English

Students with Disabilities Certification Exams

  1. Content Specialty Test (CST) – Students with Disabilities
  2. Multi-subject Secondary Teachers (7-12) Exam

Student Learning Outcomes

The following PSLOs are assessed by the Department of English:

  1. Analyze
    • Analyze and explain the relationship between expression, meaning, and context in literary and other creative works.
  2. Apply
    • Apply historical, cultural, and theoretical knowledge in arguments about literary and other creative works.
  3. Create
    • Literature Track: Create original texts that explain literary and other creative works with a command of the rhetorical strategies, terms, and major interpretive methods characteristic of analytical writing in the Humanities.
    • Creative Writing Track: Create original texts that apply basic elements of creative writing craft, including such elements as control of form and figurative language.
  4. Write
    • Write complex and subtle standard English language documents using appropriate styles and formal voices. This includes the ability to identify reputable and relevant sources, and incorporate the words and ideas of others without misrepresentation and with appropriate documentation practices.

The following PSLOs are assessed by Education and Human Development:

  1. Students will collaborate with learners, families, and colleagues to establish a set of shared values and expectations that creates a supportive learning environment.
  2. Students will create learning experiences that facilitate learners’ use of digital tools or interactive technologies and engages them in applying content knowledge to achieve learning goals.
  3. Students will analyze the results of assessments to measure learning of individual students and a class as a whole, and will develop differentiated learning experiences to help students achieve learning goals.
  4. Students will implement a variety of instructional strategies in a classroom to build diverse learners’ understanding of content, and their ability to apply that knowledge in meaningful ways.
  5. Students will model professional standards of practice and ethics, including dedication, respect, intellectual integrity, positive outlook, self-awareness, and professionalism.