- Ed.D., University of Central Florida (2003)
- M.A., University of Alabama (1991)
- B.S., Carson-Newman College (1990)
- Educating Exceptional Learners
- Curriculum and Assessment in Inclusive Classrooms
- Issues in Inclusive Education
- Seminar on Reflective Teaching
- Content-Area Learning Strategies in Middle School Classrooms
- Teaching in Urban America
Why I teach at Houghton College
Prior to beginning my career in teacher education, I served as a special educator in public school settings for 12 years. During that time, I worked with students with disabilities in both inclusive and self-contained classrooms. While teaching at the elementary and middle school levels, I developed a passion for collaborative teaching and for equipping all educators to effectively meet the needs of diverse learners in a range of settings. By teaching at Houghton College, I am able to equip the next generation of educators to become competent scholars, reflective teachers and caring servants who are well-prepared to address the needs of all students.
Since coming to Houghton College in the fall of 2003, I have experienced tremendous personal and professional growth as I have reflected intentionally on my own life and practice and as I learn with and from my students. I count it a blessing to live, learn and
work in a community of Christ-followers who seek to love God with all of their heart, soul, mind and strength.
Over the past several years, I have enjoyed taking a deeper look at research-validated instructional approaches such as Differentiated Instruction, Universal Design for Learning (UDL) and Response to Intervention (RTI) and the positive impact that these approaches can have for a range of diverse learners. More recently, I have engaged in an exploration of the construct of care, beginning with an investigation of perceptions of care in teacher education programs at Christian colleges and universities. My initial findings have shown that millennial-generation students greatly value deliberate, intentional mentoring relationships and connections with faculty members, which is precisely why I draw so much satisfaction from the highly-relational nature of my work and interactions with students at Houghton College!
- International Christian Community for Teacher Education (president 2012-2014)
- Council for Exceptional Children
- Division for Learning Disabilities (Past-President: New York State Chapter)
- Teacher Education Division
- Division of International Special Education and Services
- New York State Association of Teacher Educators/New York Association for Colleges of Teacher Education
Freytag, C.E. (2016). Embodying and modeling healthy self-care in teacher education. The ICCTE Journal, 11(1). Available: https://icctejournal.org/issues/v11i1/freytag/
Freytag, C.E. (2015). Exploring perceptions of care in Christian teacher education communities: Toward a faith-informed framework of care. The ICCTE Journal, 10(1). Available: http://icctejournal.org/issues/v10i1/v10i1-freytag/
Freytag, C.E. (2013). Book review of Anderson, D.W.(2012). Toward a theology of special education: Integrating faith and practice. Bloomington, IN: Westbow Press. ISBN: 978-1-4497-7249-9. The ICCTE Journal, 8(2). Available: http://icctejournal.org/issues/v8i2/v8i2-freytag-review/
Cianca, M. & Freytag, C. (Eds.) (2010). Duets and dialogue: Voices on inclusive practices in our schools. Syracuse, NY: Higher Education Support Center Task Force for Quality Inclusive Schooling, Syracuse University.
Freytag, C.E. & Gormley Budin, S. (2009). RTI: Background, clarification, and implications for students with learning disabilities and their teachers. Exceptional Individuals, 33(3), 16-18.
Freytag, C.E. (2008). Reimagining excellence in inclusive education: Transforming edict to ethic. Journal of Education and Christian Belief, 12(2), 129-143.
Freytag, C.E. (Winter 2006/2007). Ministering with head, heart and hands: Leading and laboring as scholar-servants in Zambia. Wesleyan Life, 3(3), 11.
Freytag, C.E. (2004). Accommodate to celebrate. New Teacher Advocate, 12(1), 2-3.
Freytag, C.E. (2002). Professional licensure: The desecration of teacher preparation. Educational Forum, 67(1), 56-61.
Russell, T. & Freytag, C.E. (1992, Spring). Working in the ‘Real’ World. Special Education Leadership, 22-24.
Freytag, C.E., Correa, E., Hallock, P.H., Darling, D., & Dunn, K. (2010, October). Fostering and assessing professional dispositions in teacher candidates: Continuing the conversation. Roundtable session at the bi-annual meeting of The New York State Association of Teacher Educators, the New York Association of Colleges for Teacher Education, and the Task Force for Quality Inclusive Schooling.
Freytag, C.E., Cianca, M., Monroe-Baillargeon, A., & Schultz, S.M. (2010, October). Maximizing K-12 and community partnerships to share best inclusive practices. Poster session at the bi-annual meeting of The New York State Association of Teacher Educators, the New York Association of Colleges for Teacher Education, and the Task Force on Quality Inclusive Schooling.
Freytag, C.E., Sullivan, S.R., Brate, S., & Cradduck, E. (2009, April). Culturally-responsive literacy instruction with English- language learners. Lecture at the annual convention of the Council for Exceptional Children, Seattle, WA.
Freytag, C.E., Brate, S., & Cradduck, E. (2009, February). Differentiation and universal design in an African context: Lessons learned about culturally-responsive teaching with ELLs in Zambia. Invited presentation at the 33rd Annual Conference of the Student Council for Exceptional Children (Chapter 19), Geneseo, NY.
Freytag, C.E., & Gormley Budin, S. (2008, November). RTI: Background, clarification, and implications for students with learning disabilities and their teachers. Invited presentation at the New York State Council for Exceptional Children Annual Convention, Verona, NY.
Freytag, C.E. & Howard, M. (2007, February). Using differentiated instruction and universal design principles to reach English language learners with diverse learning abilities. Invited presentation at the 31st Annual Conference of the Student Council for Exceptional Children (Chapter 19), Geneseo, NY.
Freytag, C.E., Becker, H., Estochen, E. & Howard, M. (2006, November). Using differentiated instruction and universal design principles to reach English language learners with diverse learning abilities. Invited presentation at the New York State Council for Exceptional Children Annual Convention, Albany, NY.
Freytag, C.E., Bressler, D., Sharpe, R., Truax, A., et al. (2005, May). Reaching middle schoolers in high-need rural districts through interagency collaboration: Experiencing an effective 21st century community learning center. Concurrent session presentation, 10th Conference on Inclusive Schools and Communities for Children and Youth, Tarrytown, NY.
Freytag, C.E., Cullum, A., Kestler, L., et al. (2004, November). Co-teaching in practice: Why it works and why it doesn’t. Panel discussion at the annual meeting of the New York Federation of the Council for Exceptional Children, Rochester, NY.
I enjoy being “Aunt Cathy” to Jenny, Katie, Jake and Josh; participating in numerous ministries at Fillmore Wesleyan Church; and hosting students in my home.