Emily Cullen-Dunn

Emily Cullen-Dunn is currently a special education teacher in a second grade integrated co-teaching class at The Brookside Elementary School in Yorktown, New York. She graduated with a dual Bachelor of Arts Degree in Early Childhood Education and Special Education with a concentration in English and Human Development from the University of Vermont. She also received her Master’s in Childhood Special Education: Learning Disabilities from Hunter College. She taught in early childhood classrooms at a small pre-school in Manhattan before transitioning to work at a Title 1 public school teaching grades Kindergarten through second grade in Harlem. She has presented on Emotionally Responsive Practices, Trauma Informed Teaching and Project-based learning. Emily is passionate about creating inclusive class communities that foster creativity, problem solving, and critical thinking. She believes that schools should be a place to ignite curiosity and use authentic experiences to construct knowledge.

Graduate Courses 2021-2022

MSEd Art of Teaching

Children With Special Needs

Graduate Seminar—Fall

All children in early-childhood settings and the elementary grades have strengths and weaknesses. All children have areas in which they excel and areas in which they feel insecure. All children have times when academic learning is difficult for them while, at the same time, all children have the capacity to learn. Understanding the individual differences of an entire class of students is a challenge; and in order to meet the needs of our students, we must observe their differences and individual patterns of behavior. This course will explore the concepts of inclusion; special-needs diagnostic categories; curriculum design that is responsive to children; and curriculum differentiation that supports skill development, keeping in mind that each child is unique. The goals of the course are: to integrate our perspectives of children’s individual needs while planning classroom inquiry; to explore ways of working with parents of children who require special support; to understand how to access support and feedback for children that require additional assistance; and to consider implications for teaching in an inclusive classroom and school.

Faculty