MSED IN DIFFERENTIATED INSTRUCTION — GIFTED

MSEd Differentiated InstructionThis degree is designed for general or special education teachers in all developmental areas who wish to meet the needs of all students in increasingly diverse classrooms.

Coursework and field experience are designed to prepare teachers to meet the needs of students with special gifts and talents and those with significant learning and behavior challenges. 

The Differentiated Instruction Master’s program provides teachers with extended research-based knowledge in the areas of assessment, differentiated instructional strategies, behavioral strategies, collaborative teamwork, assistive technology, and other inclusive education issues.

The program is intended to help prepare teachers to meet the needs of the full range of students in today's inclusive and heterogeneous classrooms and has been designed in response to the need for teachers skilled in differentiated instruction strategies appropriate to the growing population of learners who are diverse in their learning and/or behavioral characteristics.

This MSED meets the criteria for, and may be used in partial fulfillment of, the requirements for professional (permanent) teacher certification in New York, and also meets the coursework requirement for the gifted education extension. The degree can be completed in as little as one year on the Olean campus and 16 months at the Buffalo Center.

Students who do not hold a Students with Disabilities certificate should apply to the Differentiated Instruction – Students with Disabilities MSED program. 

For more information about this and other Differentiated Instruction programs, please contact Dr. René Garrison, program director (see below), or take a look at our e-brochure.

Internships

You may register for an internship once you have completed 18 credit hours in your master's program.  The application should be filed by mid-semester of the semester prior to your internship in order to allow time for the placement to be arranged.  Please make an appointment with the department chair to discuss your  application.  The chairperson's signature is required before the Office of Field Services will act on your application.  It is important to note that you will have one semester from your starting date in which to complete your 50 clock hours.  During that interval you will be observed at least two times by the university supervisor. 

Please email Dr. Rene' E. Garrison with any questions about Differentiated Instruction Internships.


Contact Information
If you wish to apply to this program, please contact the Graduate Admissions Office at St. Bonaventure University at (716) 375-2021 or gradsch@sbu.edu for graduate admission materials.

For more information regarding the degree in differentiated instruction, please contact
Dr. Rene' Garrison, Director 
Plassmann Hall B06, St. Bonaventure University
St. Bonaventure, NY 14778
(716) 375-4078

News, Publications & Research

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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