Counseling, Leadership, Literacy & Special Education

From the Chair, Dr. Faith Deveaux

Welcome to the Lehman College Department of Counseling, Leadership, Literacy, and Special Education. Today the department houses four outstanding graduate degree programs in counselor education, educational leadership, literacy studies and special education, each culminating in a masters degree. These programs are guided by the Lehman Urban Teacher, Counselor, Administrator Education (LUTE) framework. The programs in the department meet the needs of students for academic as well as professional excellence. Providing that all other requirements are met, our graduates are prepared for initial and professional New York State certification as school counselors (K through 12); teachers of literacy (birth through grade 2, grades 1 through 6, or Grades 5 through 12); school building leaders and school district leaders; or special education teacher (early childhood - Birth through Grade 2, childhood - Grades 1 through 6, or adolescent - grades 7 - 12). Academic excellence, social equity and developmental responsiveness are keystones of each program. Read More

Spotlight:

Dr. Danielle Magaldi-Dopman was recently presented with The Distinguished New Faculty Award! This award was designed to pay tribute to new (3 years or less full-time teaching) educators who are guiding millennial students into the future. New pedagogical techniques and creative thinking are needed to engage and motivate the students of tomorrow. Today’s new faculty are responsible for this challenge - and thus, Dr. Magaldi-Dopman was recognized and celebrated for meeting this challenge and making contributions to advancing education and the teaching profession. It was sponsored by the International Conference on College Teaching and Learning. The key note speakers included Dr. Jon Copley and Dr. Philip Zimbardo.

Spotlight:

Dr. Laura Roberts, Asst. Prof. of Counselor Education


RS-RobertsOver the past five years, Dr. Roberts has focused her research on improving transition outcomes and increasing opportunities for students with disabilities in post-secondary education and/or employment.  Her research indicates a link between inadequate transition planning and poor outcomes for individuals with disabilities in adult life. Using this and other findings, she has recommended best practices for transition planning to professionals in the field of education.

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Last modified: Aug 1, 2013

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