New York University
SPCED 1010, Section 001: Principles and Practices for Students with Severe and
Multiple Disabilities
Steinhardt School of Education
Department of Teaching and Learning - Programs in Special Education
Spring 2015
Time:
Location:
Instructor:
Monday, 12:30 PM – 3:00 PM
194 Mercer Room 205
Mark Alter
239 Greene St. East Building 2nd Floor
Office Hours: ALL BY APPOINTMENT
Monday- 10:30AM - 12:00PM
Wednesday- By Appointment
Thursday- 2PM – 4PM
Schedule all appointments by calling (212) 998- 5475 or emailing
[email protected]
Individualized Online office hours available
Time/Day TBD
Instructional Technologist: Ilana Levinson
Manager, Academic Technology Services
Steinhardt School of Culture, Education, and Human Development
Special Accommodations: “Any student attending NYU who needs an accommodation due
to a chronic, psychological, visual, mobility and/or learning disability, or is Deaf or Hard of
Hearing should register with the Moses Center for Students with Disabilities at 212 9984980, 240 Greene Street, www.nyu.edu/csd.”
*Please note that this syllabus is dynamic and activities are subject to change.
Course Description
This foundational course focuses upon the nature and needs of students who have severe
disabilities. Teachers of students with severe disabilities are faced with various complex
issues that require an understanding of several topics with influence the development of
individual and group instruction. This process requires that teachers have an understanding
of and knowledge of the Critical Dimensions of Teaching, including: assessment,
communication, transition, teacher skills and exemplary practices, identification of student
strengths (and learning styles), positive behavior support, related and support services, and
person centered planning. These issues should be addressed if the teacher is to enhance the
educational experience of a student who is significantly disabled. These issues, along with
related curriculum developments, methods of instruction including strategies and
techniques that use assistive and augmentative technology, working with parents and other
educators, comprise the core of class discussions.
Learning Objectives:
By the end of the course, students should be able to demonstrate the following
discipline knowledge:
1. Articulate the historical significance of IDEA as it relates to students with severe and
multiple disabilities;
2. Design technology-enhanced learning environments that enhance cognitive, social,
emotional and physical development of students with severe and multiple
disabilities;
3. Learn about educational issues relating to teaching students with severe and
multiple disabilities in the LRE;
4. Gain knowledge of effective instructional practices and strategies in teaching
students with severe and multiple disabilities;
5. Increase knowledge of differentiated instruction, as well as the assessment process;
6. Understand the importance of related services in the educational setting;
7. Increase understanding of severe and multiple disabilities in classroom settings
through field visits; and
8. Interpret research findings as related to key topics and using research findings in
both simulated and actual applied learning scenarios.
9. By the end of the course, students should be able to demonstrate the following
technological knowledge:
10.
11.
12.
13.
Create and present a multimedia presentation;
Design and publish a website geared towards a particular lesson plan;
Produce a virtual tour for students with severe disabilities and their families;
Shoot, edit, and upload a video showcasing a real-world learning experience.
Course Format
Class meetings occur both face-to-face and online. Students will learn how to integrate
emerging technologies for teaching and research purposes. The course requirements
include an individual project, group assignments, and active participation in class activities.
This class will adopt a hybrid (aka blended) learning model, which combines traditional,
face-to-face class time with online and out-of-class course work. There is a growing body of
research that shows that hybrid learning can enhance student learning beyond traditional
face-to-face courses and in fully online courses (see Evaluation of Evidence-Based Practices
in Online Learning: A Meta-Analysis and Review of Online Learning Studies, U.S.
Department of Education, 2010). We will use online media to deliver notes, lectures and
related course materials. You will review these materials at home and at your own pace
(asynchronous). Class will be transformed into hands-on work sessions where we field
questions, engage class-wide discussions or offer other means of support. If available, you
should bring your laptop as a resource since we will regularly access websites and online
material.
Course Structure:
•
•
12 pm to 12:30 pm, Technical assistance & group meeting: Voluntary MUST
SCHEDULE before session w/ Alter and/or Levinson, by appointment only
12:30pm to 1:30 pm, Professor Alter-led presentation & discussion
•
1:30pm to 3:00pm: Individual and group activities; technical assistance
Attendance:
This class is designed to be interactive and rigorous. This is so your learning is optimized.
Your attendance in class is important and required. In class Activities may NOT be made
up. Please contact the instructor if you know ahead of time that you will not be in class on a
particular day due to illness or an emergency.
Course Requirements:
This course is designed to provide you with the skills needed to deliver instruction
effectively to students with severe disabilities in a variety of settings. Class sessions will
involve the use of lectures, discussions, demonstrations, hands-on practice and case studies.
You will be expected to participate actively in class by asking and answering questions,
making comments, and completing in-class activities, for which you will receive
participation points. Come to class having completed the reading and assignments, and
ready to participate. The assignments for this course are designed to give you a chance to
demonstrate practical application of the course content. I encourage questions, comments
and active discussions.
The assignments have been developed to provide you with a variety of ways to demonstrate
your understanding of the course material. They will provide you with an opportunity to:
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Demonstrate effective teaching strategies for working with students with severe
disabilities
Practice organizational strategies for addressing student needs within a variety of
settings
Teach students with severe disabilities using techniques learned in class, recording
data and evaluating the program
Adapt or modify the curriculum or activities from an inclusive setting to meet the
needs of a learner with severe disabilities
Apply the concepts learned throughout the course to critically analyze and respond
to case studies
In this class, we will examine and critically evaluate historical and contemporary trends and
issues as they pertain to persons with severe disabilities (i.e., severe intellectual disabilities,
multiple disabilities, and autism spectrum disorders). I have selected a series of readings
and experiences that will provide us with the opportunity to discuss (a) an overview of the
field of severe disabilities, (b) historical trends and current directions in curriculum design
for students with severe disabilities, and (c) valued outcomes for persons with severe
disabilities. Videos, field trips, and guest speakers will supplement the assigned readings,
class discussions and undertaking a literature review on a topic of your own choosing. This
course will create opportunities for you to learn about and thoughtfully debate critical
issues in severe disabilities, and to actively reflect on your own professional stance in
regards to contemporary issues that challenge our field.
Course Requirements and Grading:
This semester all students will complete a Group and Individual Ownership Contract.
The Contracts are posted on CLASSES under “The Project.” The content of each
contract will be discussed in class and both contracts are due March 30, 2015.
•
•
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Attendance and Informed Participation in All Class Sessions (25%), including
o Amount of class participation: do you respond to questions and prompts by
the instructor /presenter and other students?
o Quality of participation: do your comments and questions reflect readings,
lectures, discussions and experience? This includes:
Online Forum Participation
In Class Group Activities
Completion of Readings and Reading Responses
15 hours of field experience that includes visit(s) to schools and
community settings
Midterm based on required readings and presentations (25%)
Group Final Project & Presentation (50%): Technology-Enhanced Lesson Plan that
blends academic, daily living, personal/social, and occupational skills into
integrated lessons designed to help students learn to function as independently as
possible in their community.
o
o
Level of preparation: Did you prepare a careful answer, including a thesis
statement and supporting detail?
Synthesis: Did you draw from different parts of the course in crafting your
answer?
Applied use of technology
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•
•
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Create and present a multimedia presentation;
Design and publish a website geared towards a particular lesson plan;
Produce a virtual tour for students with severe disabilities and their families;
Shoot, edit, and upload a video showcasing a real-world learning experience.
Technological Requirements
In addition to core domain knowledge, this course will introduce students to current
technological skills that will assist them in designing and implementing learning
experiences for students with severe and multiple disabilities.
Activities are designed so that you can use your own devices (smartphones, tablets and/or
laptops), and you are not required to purchase any software or hardware to complete
assignments. If necessary, you may use computers in NYU labs that are fully equipped with
the latest software.
NYU Computer Labs
https://www.nyu.edu/its/labs/
MUST ACCESS NYU CLASSES ASAP and A MAJOR SOURCE OF INFORMATION!
NYU Classes Guide
Discussion Leadership Assignments
Using a multi media design & published papers on the topic provided by the instructor, your group
will lead a 1-hr class discussion. As the discussion leaders, you will integrate the critical issues on
the topic. The format of the discussion is up to the group, however, a discussion should include
references to the main points of the readings, and critical pressing issues, in the area.
Discussion Participation: An important aspect of this class is rich and detailed discussion of issues
that are critically important in the lives of people with severe disabilities. Sufficient preparation is
necessary to adequately participate in these discussions. Prior to each class, you will receive a fact
sheet from the Group Leading the Discussion on the topic being discussed. You could post notes on the
assigned reading, questions and/or comments to guide critical reflection on the topics. ALL YOUR
discussion guides will be submitted on NYU CLASSES 48 hours before your presentation. Your
discussion participation grade will be based on completion of the discussion guide as well as your
contributions in class.
The area you will submit on NYU classes will be:
Student Groups will lead discussion:
TOPICS:
1) GROUP 1 : Assessment of students with severe and/or multiple disabilities
2) GROUP 2: Behavior and Classroom Management for students with severe and/or multiple
disabilities
3) GROUP 3: Differentiated Instruction for Students with severe and/or multiple disabilities
4) GROUP 4: Learning Strategies for students with severe and/or multiple disabilities
5) GROUP 5: Common Core and Students with Severe Disabilities
Mark Alter will lead discussion:
1)
2)
3)
4)
5)
6)
7)
8)
types of multiple disabilities
definition of severe disabilities
causes of severe disabilities
multiple disabilities definition
prevalence of multiple disabilities
multiple disabilities classification
multiple disabilities idea
federal definition of multiple disabilities
Week
Weekly Breakdown
Topics
Jan
26
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Feb 2
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Feb 9
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Intro to the course
Who are people with severe
& multiple disabilities?
What is curriculum?
Curriculum Models
Identifying content and
performance standards
Overview of technology
(introduction to existing
resources with university
and online curriculum
lesson plans)
What is “effective teaching”;
How do you know?
Models of instruction
Researching your audience
(Methods for observation)
Creating a virtual tour of the
community
In-Class
Assignments
• Overview of
syllabus
• Discussion
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•
•
•
•
•
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Discussion
In class activity
Overview of
technology (30
minutes)
Guided Project
Questions
Discussion
In class activity
Virtual tour how
to (30 minutes)
NYU Stream
Iphone/ipad/and
roid
Existing Virtual
Tours
Take-Home Assignments
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•
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Background information on Special
Education (history; legislation, etc.)
Curriculum model resources
Discussion Forums on NYU classes
Common Core Standards:
http://www.corestandards.org/thestandards
http://schools.nyc.gov/Academics/Co
mmonCoreLibrary/default.htm
Effective Practices in Instructional
Programs for Students with Disabilities
(http://www.p12.nysed.gov/specialed
/aim/)
Audience observation activity (counts
as part of field hours)
Feb
16
President’s Day – No Class
Reading
•
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Finish virtual tour assignment
Continuously work on your technology
integrations
Feb
23
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Curriculum mapping resources
Upload to NYU Stream and share link
with the class
Mar 2
Mar 9
•
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How do we decide WHAT to
teach? Consider:
o The teacher
o The learners-needs and
interests
o Motivation
o Content standards
o Teaching context
o Materials and resources
o Time
Role of Assessment in
curriculum planning
Organizing Instruction
Editing video
GROUP PRESENTATIONS:
Group 3: Differentiated Instruction
Group 5 : Common Core
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Mar
16
Spring Break – No class
Mar
23
•
Informal presentations –
Feedback
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Mar
30
•
Using hooks to engage
students
o Problem-Based
o Teacher-centered
o Project-Based
Designing a Website with
wordpress
What is worth knowing?
(with limited time, how do
we choose what is most
valuable for our students to
know and be able to do?)
Integrating other aspects of
learning into the
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•
•
Apr 6
•
Discussion
In class show and
tell
•
•
•
Discussion
Virtual tour show
and tell
In class activity
Discussion
Editing lesson
Video how to (45
minutes)
Cutting length,
adding sound and
audio, blurring
out faces
In class activity
• Reading
Discussion
In class video
show and tell
Discussion
In class activity
Basic website
design how to
(45 minutes)
Three lessons
and video on web
Discussion
In class activity
GROUP PRESENTATIONS:
Group 1: Assessment
Group 4 : Learning Strategies
• Universal Design of Instruction
• GROUP PRESENTATION:
•
Group 2: Behavior and Class
Management
• http://steinhardt.nyu.edu/it/foliotek/v
ideo
•
•
•
•
•
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Prepare informal presentations
(students should have identified
audience, subject matter, and basic
activity) for the video assignment
Continuously work on Video activity.
Incorporate class feedback
Differentiated Instruction; Educational
resources that help ...
Ownership Contract for Final Project
Group and individual
TBA
Apr
13
•
Apr
20
•
Apr
27
•
May
4
May
11
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curriculum, ie
o Bloom’s Taxonomy
o Affective/ Social
Curriculum Skills
o Psychomotor
What is worth knowing?
(with limited time, how do
we choose what is most
valuable for our students to
know and be able to do?)
Integrating other aspects of
learning into the
curriculum, ie
o Bloom’s Taxonomy
o Affective/ Social
Curriculum Skills
o Psychomotor
(cont’d)
Understanding and
planning for the
characteristics of the
individual in the
classroom/group
Understanding and
planning for the
characteristics of the
individual in the
classroom/group (cont’d)
Final Presentations
Final Presentations; Turn in
final project deliverables
(Document and website)
•
•
Discussion
In class activity
TBA
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Discussion
In class activity
•
Prepare Final Presentations DRAFT
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Discussion
In class activity
•
Prepare Final Presentations DRAFT
•
Final
Presentations
Final
Presentations
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Finalize project deliverables
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Final project deliverables (Document
and website) due by May 12th at 5PM
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**All items in red indicate technology component
PROJECT Interaction Worksheet (Three Lessons)
The purpose of this worksheet is to help you think through the interactions associated with your
final blended learning instructional project.
Each LESSON MUST have:
1. NYSCC Standard
2. Primary & Secondary TARGETS: (Common Core and Social)
3. IEP Goals
4. Description of Learning Environment
5. Receptive & Expressive Communication Development
6. Instructional Strategies /Differentiated Instruction/Scaffolding/Task Analysis
7. Instructional Materials & Resources
8. Assessment
9 . Behavior Management
THINK ABOUT: Components of a themed-unit ( Each Lesson is built on a theme) :
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Theme template for planning
Content standards (curriculum map for school, home & community)
Lesson plans: 0ne for School: One for Home: One for Community: Total 3 Lesson Plans
Assessment rubrics
List of standards and benchmarks being addressed
Content-rich vocabulary and picture supports
Communication – How you inform parents about what you are doing, they may help find things at
home or garage sales
Guided GROUP Project Questions
1. Which module would you like to develop first? Class? Home? Community?
2. What are the objectives, based on Bloom’s taxonomy, for this module?
3. What activities will students complete in this module? Will any require special
instructions/tutorials?
4. What materials will you use in this module (textbook, instructor notes, links to websites,
images, audio, video, newspapers, journals, ePack resources, etc.)?
5. What types of interaction will students experience in this module?
6. Which TECHNOLOGY tools do you feel will best support Instructional plan?
Homework: Additional weeks will be added as the semester continues
Week 1 Homework (due Feb 2, 2015)
PLEASE REVIEW THE THREE SITES BELOW BY FEB. 2, 2015 :
1) DISTRICT 75:
http://schools.nyc.gov/Academics/SpecialEducation/D75/instruction/default.htm
2) Explore the Common Core Common Core: http://www.corestandards.org/
3) Universal Design for Learning
http://schools.nyc.gov/Academics/SpecialEducation/D75/for_employees/UDL/default.htm
PLEASE READ BY FEB 2, 2015 and POST by Feb 8,2015
1) Multiple Disabilities - Project IDEAL www.projectidealonline.org/v/multiple-disabilities/
2) Severe Disabilities (Education and Individuals with ... - CIRRIE
cirrie.buffalo.edu/encyclopedia/en/article/114/ University at Buffalo
3) [PDF]Meeting the Needs of Students with Severe and/or Multiple ...
www.nsnet.org/start/severe.pdf
4) What are the needs of students with low-incidence ...
aim.cast.org/learn/historyarchive/backgroundpapers/...of.../what_needs
BEST PRACTICES (also available on NYU Classes):
[PDF]Evidence-Based Practices for Students With Severe ...
ceedar.education.ufl.edu/.../IC-3_FINAL_08-28-14....
University of Florida
by DM Browder - 2014
for students with severe disabilities (Document No. ..... multiple disabilities. ... realized that inclusive
opportunities include access to general curriculum content (Jackson, ..... students to use a graphic
organizer to identify question types and to ..
DF]02-Best Educational Practices - University of Nevada, Reno
www.unr.edu/ndsip/.../bestedpractices.pdf
University of Nevada, Reno
Severe & Multiple Disabilities. n.d.. 02 ... curriculum for students with severe and multiple program,
and ... curriculum and community-based instruction, while it.
[PDF]Research Based Strategies for Special Needs Students ...
www.psea.org/.../Special%20Ed%20Graphic%20Organizers.pdf
Research Based Strategies for Special Needs Students - Graphic. Organizers ... Graphic organizers are
a visual representation of knowledge that structures ... Education World http://www.educationworld.com/a_lesson/03/lp322-04.shtml.
Graphic Organizers (also available on NYU classes)
A List of Free Graphic Organizers for Teachers and Students ...
www.educatorstechnology.com/.../list-of-free-graphic-organizers-for.ht...
Feb 14, 2012 - Graphic organizers are visual representations of ideas and topics. They are also ....
The Best 30 Educational iPad Apps in 2014 · 4 Awesome ...
Online Graphic Organizers for Use With Special Education ...
www.mangomon.com/online-graphic-organizers-for-use-with-special-ed...
Apr 16, 2010 - Graphic organizers are a popular educational tool. They help students to visually
display, interpret, and understand complex topics. They also ...
Graphic Organizers | National Center on Accessible ...
aim.cast.org/learn/historyarchive/backgroundpapers/graphic_organizers
Oct 22, 2013 - The following five sections present a definition of graphic organizers, ..... including
special education classrooms (Anderson-Inman et al., 1996; ...
Graphic Organizers - Do2Learn: Educational Resources for ...
www.do2learn.com/organizationtools/.../GraphicOrganizers-O...
Do2Learn
Overview. Graphic Organizers are teaching tools designed to lay out important information in a
visual way. Many children and adults with learning differences ...
Graphic Organizers Aid Students With Learning Disabilities ...
https://www.ed.psu.edu/.../graphic-organize...
Pennsylvania State University
“Graphic organizers are intended to promote more meaningful learning and facilitate ... Hughes and
colleague, Assistant Professor of Education Douglas Dexter, ... Educational Psychology, Counseling,
and Special Education · Learning and ...
Graphic Organizer Worksheets - EnchantedLearning.coma
www.enchantedlearning.com/graphicorganizers/
Graphic organizers, also called concept maps, entity relationship charts, and mind maps, are a
pictorial way of organizing information. Click for printable ...
Star - Tree - Cluster/Cloud Diagrams - Spider
In this teaching article, Katie McKnight reveals how graphic organizers are important and ... Video:
Learning Retention for the Special Education Teacher.
Graphic Organizers - D219 Special Education Technology ...
https://sites.google.com/a/d219.org/special-education.../graphic-organize...
P Education Oasis 58 graphic organizers. They are PDFs. You will need an Adobe Reader to view and
print them. Note: Some of the graphic organizers may be ...
Graphic Organizers - Special Education - About.com
specialed.about.com › ... › Graphic Organizers
Graphic organizers are great tools for students with learning disabilities and those requiring visuals
for conceptual understanding. Worksheets and printables.
Additional Resources (also Available on NYU classes). During the semester other resources
will be added:
For links and additional materials, please consult the Resources section on our NYU Classes site.
ASCD Book: Assessment and Student Success in a Differentiated ...
www.ascd.org/.../Assessment-and-Student-Success-in-a-Differentiated-Cl...
Carol Ann Tomlinson and Tonya R. Moon take an in-depth look at assessment and show how
differentiation can improve the process in all grade levels and ...
Preparation for Critical Dimensions of Teaching Students with Severe & Multiple
Disabilities:
This semester you will collect subject-specific evidence of effective teaching from a a unit of
instruction for students with severe and multiple disabilities. You will submit authentic artifacts
from a clinical field experience and submit Lesson Plans and discuss commentaries that provide a
rationale to support your instructional practices based on the learning strengths and needs of the
students.
Your project will be looked at within the following five dimensions of teaching:
1. Planning Instruction and Assessment establishes the instructional and social context for
student learning and includes lesson plans, instructional materials and student
assignments/assessments. You will need to demonstrate how your plans align with content
standards, build upon students’ prior academic learning and life experiences and how
instruction is differentiated to address student needs.
2. Instructing and Engaging Students in Learning includes one or two unedited video clips
of 15-20 minutes from the learning segment and a commentary analyzing how you would
engage students in learning activities. You will need to demonstrate subject-specific
pedagogical strategies and how you would elicit and monitor student responses to develop
deep subject matter understandings.
3.
Assessing Student Learning includes classroom based assessment (evaluation criteria),
student work samples, evidence of teacher feedback, and a commentary analyzing patterns
of student learning. You will need to summarize the performance of the student (s), analyze
specific strengths and needs of students, and explain how their feedback guides student
learning.
4. Analysis of Teaching Effectiveness is addressed in commentaries within Planning,
Instruction and Assessment tasks. In planning, you will need to justify student plans based
on your knowledge of diverse students’ learning strengths and needs and principles of
research and theory. In Instruction, you will need to explain and justify which aspects of the
learning segment were effective, and what you would change. Lastly, you will use your
analysis of assessment results to inform next steps for individuals and groups with varied
learning needs.
5. Academic Language Development is evaluated based on your ability to support students’
oral and written use of academic language to deepen subject matter understandings. You
will need to explain how students demonstrate academic language using student work
samples and/or video recordings of student engagement
We will discuss:
1) What is an Effective Special Education Teacher.
2) Engaging students with disabilities in active learning
3) Creating intellectually ambitious tasks for students with disabilities
4) Using a variety of teaching strategies with students with disabilities
5) Assessing student learning
6) Adapting teaching to student needs
7) Creating effective scaffolds and supports for students with disabilities
8) Providing clear standards, constant feedback, and opportunities for revising work
9) Developing and effectively managing a collaborative classroom in which all students have
membership.
We will discuss:
1) How did your lesson plans build conceptual understanding, fluency in skills/procedures,
and reasoning/problem solving skills?
2) If your lesson plans are focused, coherent, aligned with standards
3) Did you use knowledge of your students to target support for students’ development of
conceptual understanding, fluency in skills/procedures, and reasoning/problem solving
skills?
4) Are your lesson plans connected to what you know about the students, as well as the
content
5) How did your informal and formal assessments provide evidence of student progress
toward the standards/objectives?
6) Did your assessments correspond to each objective and provide evidence of students’
progress.
Questions guiding our discussions:
The following questions are possible discussion points to discover patterns in your project:
Task 1 – Planning
1) To what extent did you select central focus for the learning segment and provide the
evidence of student learning?
2) To what extent were you able to align the central focus, standards and objectives, and the
activities/tasks/assessments within the learning segment?
3) To what extent did you address the strengths and needs of the learners?
4) To what extent did you demonstrate understanding of how to design, adapt, or use
assessments that monitor student learning?
Task 2 – Instruction
1) To what extent did you engage all learners in deep subject-matter learning?
2) To what extent did the selected video clip(s) provide evidence of subject-specific teaching
and learning?
Task 3 – Assessment
1) To what extent did you demonstrate understanding of how to analyze assessments?
2) To what extent did the selected work samples provide evidence of student learning
required ?
3) To what extent did you provide feedback to support student learning?
Academic Language
To what extent did you demonstrate understandings of academic language as a tool for deepening
students’ content understandings ?
Analysis of Teaching
To what extent did you demonstrate the ability to reflect on information about students and data to
inform instruction?
Academic Integrity:
Please note: All work turned in for this course must be ORIGINAL. When in doubt, cite a reference. Adherence
to the Academic Code of Integrity for All Students is expected.
See http://steinhardt.nyu.edu/dcc/undergraduate/Statement_On_Academic_Integrity.php. Penalties for lack
of adherence to the code will be enforced. Formal proceedings will be filed.
Disciplinary Sanctions
When a professor suspects cheating, plagiarism, and/or other forms of academic dishonesty, appropriate
disciplinary action may be taken following the department procedure or through referral to the Committee
on Student Discipline.
Departmental Procedure
•
•
The Professor will meet with the student to discuss, and present evidence for the particular violation,
giving the student opportunity to refute or deny the charge(s).
If the Professor confirms the violation(s), he/she, in consultation with the Program Director and
Department Chair may take any of the following actions:
o Allow the student to redo the assignment
o Lower the grade for the work in question
o Assign a grade of F for the work in question
o Assign a grade of F for the course
o Recommend dismissal
Once an action(s) is taken, the Professor will inform the Program Director and Department Chair, and inform
the student in writing, instructing the student to schedule an appointment with the Associate Dean for
Student Affairs, as a final step. Copies of the letter will be sent to the Department Chair for his/her
confidential student file and the Associate Dean for Student Affairs. The student has the right to appeal the
action taken in accordance with the School's Student Complaint Procedure as outlined in The Steinhardt
School of Culture, Education, and Human Development Student's Guide.
Referral to the Steinhardt Committee on Student Discipline
In cases when dismissal is recommended, and in cases of repeated violations and/or unusual circumstances,
faculty may choose to refer the issue to the Committee on Student Discipline for resolution, which they may
do through the Office of the Associate Dean for Student Affairs.
The Steinhardt School Statement on Academic Integrity is consistent with the New York University Policy on
Student Conduct, published in the NYU Student Guide.