Contact Us

Have a question for Childhood Studies? Contact us.

Dr. Nancy Casey, Chair
ncasey@sbu.edu
(716) 375-2141
Plassmann Hall Room B48
St. Bonaventure University
St. Bonaventure, NY 14778

What Can I Do With This Major?

ELEMENTARY & SPECIAL EDUCATION

Elementary & Special EducationThe undergraduate major in elementary education is designed to help students develop knowledge and skills necessary for effective teaching in today's elementary schools. 

Students are prepared for the teaching profession in a way that is reflective of Franciscan service to others - an ideal that is central to the mission of St. Bonaventure University.

Students choosing to major in Elementary and Children with Disabilities (Special Education) prepare for New York teacher certification in Childhood Education (grades 1–6) with dual certification in Children with Disabilities (grades 1-6). Graduates from our programs can be found in school districts all over the country, and should you want to teach outside of New York, our Certification Office will give you advice about obtaining certificates in other states. 

We believe that teachers are best prepared when they learn how to teach in real classrooms. Thus, our program involves students in extensive field experiences beginning in freshman year. While you develop knowledge about teaching, you will spend a significant amount of time interning and teaching in actual classrooms. You will work in a wide variety of classroom settings and at many different grades levels. 

Every child has unique gifts and needs, and classroom teachers are best prepared when they are ready to meet the learning and developmental needs of all children. By the end of your 4-year program, you will be ready for your own classroom where you will be able to construct learning opportunities supportive of the intellectual, social, emotional and physical needs of a diverse student population. SBU students with dual Elementary & Children with Disabilities (Special Education) certification are uniquely prepared for the challenges of today’s classrooms. 

Within a curriculum focusing on developmental learning theories, pedagogy, principles of classroom management, and sound educational research, SBU education majors are encouraged to be active participants as they create their own knowledge and develop as teachers.   

For the two semesters before student teaching, you will be involved in a Professional Development School program where you and about 15 other SBU students (along with two faculty members) spend two days a week at a local elementary school. During those two semesters, you will develop the skills needed to create supportive learning environments for children. You will become a caring, professional educator.

News, Publications & Research

More News

Garrison, René

Titles/Responsibilities Program Director, Differentiated Instruction
Associate Professor
Academic School
School of Education
Academic Department Differentiated Instruction
Contact Information Office Phone: (716) 375-4078
Email: rgarriso@sbu.edu
Office Location/Hours Plassmann Hall, B06
Courses Taught
  • DIFF 510. Differentiated Instructional Strategies 
  • DIFF 511. Foundations of Inclusive Education 
  • DIFF 598. Contemporary Field Research and Practicum in Standards-based Differentiated Instruction 
  • SPED 440. Curriculum Adaptation and Instruction for Students with Special Needs
Academic Degrees
  • Ph.D., Education, Special Education, State University of New York at Buffalo
    • Dissertation title: Wroblewski, R. E. (2006). What happens after 3:00?: The social relationships of adolescents with Down syndrome. Dissertation presented to the faculty of the Graduate School of Education at the University at Buffalo. Available at UMI Dissertations [on-line].
     
  • M.S.Ed., Exceptional Education, State University of New York College at Buffalo
  • B.S., Elementary and Exceptional Education, State University of New York College at Buffalo
Other Education
Professional Background
Accomplishments
  • Bardsley, M. E., Berkes, E. J., English, S., Gradwell, J. M., Lesniak, K M., McCarthy, D. S., Mosley, M. , Shanahan, L.E., & Wroblewski, R. E. (2007) Invited presentation – Peer Support Groups for Writing and Research in Graduate School and Beyond. Presented at the 2007 annual meeting of the American Educational Research Association. Chicago, IL.
  • Parmar, R. S., Wroblewski, R. E., Clements, D., & Sarama, J. (In Press). Measurement. In C. Fennell (Ed.) Special Education and Mathematics: Helping Students with Learning Difficulties Achieve Mathematical Proficiency. Reston, VA: National Council of Teachers of Mathematics
  • Wroblewski, R. E. (April 2007). Through a New Looking Glass: Social Interactions of Adolescents with Disabilities Through an Educational/Sociological perspective. Paper presented at the 2007 annual meeting of the American Educational Research Association. Chicago, IL
  • Wroblewski, R. E. (November, 2006). Just Get Out of the Way: How Teenaged Boys Include Their Friends with Disabilities in Recreational Activities. Presented at the 2006 TASH conference, Baltimore, MD
  • Wroblewski, R. E. (November, 2006). In the Author’s Chair: Preservice Teachers Write Children’s Books About Disability. Presented at the 2006 TASH conference, Baltimore, MD
  • Wroblewski, R. E., Reddish, J., & Ferdinand, P. (May, 2006). Once Upon a Time: Preservice Teachers Write Children’s Books About Disability. Presented at Inclusive Schools and Communities: Building Capacity Through Learning Communities, sponsored by the New York State Education Department. Rye Town, NY
Teaching Philosophy

My basic philosophy of teaching is based on two firmly held beliefs.

  • First, that all people are capable of learning. I strongly believe that if a student is not learning in my class, then I must change something in order for that student to be successful. I teach courses in Differentiated Instruction, which means providing different opportunities for students to engage in learning given their own background knowledge, interests, and strengths. I strive to practice what I preach and differentiate instruction in my own courses as much as possible, while still holding high standards for all students.
  • Second, I believe that learning should not be a painful experience. I want my students to enjoy learning and try to design class activities that push their thinking and allow them to take academic risks in a safe environment. I believe that if learners are actively engaged and excited about the class, then they can’t help but learn
Current Research Interests/Projects
  • Inclusion of students with moderate, multiple, and severe disabilities
  • Utilization of natural support networks for students with significant disabilities
  • Differentiating instruction for students with disabilities and/or academic giftedness
  • Social relationships of adolescents with Down Syndrome
Other Interests/Community Involvement
  • Active in community Boy Scouts and Girl Scouts
  • Chairperson, TASH Personnel Preparation Committee
  • Judge, International ThinkQuest Competition
Website Links

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