Adolescence: Special Education Generalist M.S. Degree Program

The Master of Science degree in Adolescence: Special Education Generalist program leads to initial/professional certification in Students with Disabilities Generalist 7-12, Special Education 1-6, and Childhood 1-6, as well as preparation in literacy, and was developed in response to a Graduate Level Clinically Rich Teacher Preparation Pilot Program (GLCRTPPP) approved by the New York State Education Department.  Generous residency stipends and tuition assistance are included in this program.

A major, concentration or equivalent in the liberal arts and sciences is required.  Mathematics, English, Social Studies, or Sciences are considered appropriate majors for this degree because they directly prepared students with a content knowledge base for assisting adolescents in meeting the Common Core and New York State Learning Standards.  (Psychology continues to be an acceptable major for those seeking certification to teach in grades 1-6 in other program tracks, but not for this adolescent track).  Six semester hours in each content area of mathematics, English language arts, Social Studies and Science, as well as a language other than English are required either at the undergraduate or graduate level for this new certification.

Students must complete the required full year clinical teaching residency in grades 7-12 in a high needs school district partnering with the University.

This program will remain registered as a pilot program until October 1, 2016.  Therefore, all degree seeking candidates must complete the program by this established October 1, 2016 date.

Teaching is a profession. Master’s students have professional responsibilities to their students, their peers, their classmates and instructors, and to society at large. Students in the master’s program will be working with children and other professionals in educational contexts, including, schools, community centers, and other sites of learning. Their professional responsibilities include following through on commitments made to children and schools, being appropriately prepared and on time for all interactions/lessons, maintaining confidentiality and respect, and interacting with all stakeholders/participants in a professional manner. Professional interactions include everything from dressing appropriately for the situation to maintaining appropriate language both in talking with and talking about others. Failure to meet professional responsibilities can result in a student’s academic dismissal from the program.

Program of Study - 67 credits

    EPsy 540  (3)
    EPsy 615  (3)
    ERdg 500  (3)
    ERdg 504  (3)
    ERdg 505  (3)
    ERdg 506 or ERdg 616  (3)
    ERdg 600  (3)
    ERdg 610  (3)
    ERdg 615  (3)
    ERdg 620  (6)
    ESpe 560  (3)
    ESpe 564  (3)
    ESpe 565  (3)
    ESpe 580  (3)
    ESpe 650  (3)
    ESpe 651  (3)
    ESpe 652  (3)
    ESpe 653  (3)
    ESpe 654  (3)
    ESpe 680a (3)
    ESpe 680b (3)
    ESpe 681  (1)

Additional Program/NYSED Requirements:

  • School Violence Prevention and Intervention (SAVE) Training
  • Child Abuse Identification and Reporting Training
  • Needs of Students with Autism Training
  • Substance Abuse Prevention Training
  • DASA Training

As an approved teacher preparation program with the New York State Education Department, there may be additional certification requirements applicable. These requirements may include, but are not limited to additional workshops. Certification procedures and requirements are outlined on the School of Education’s Teacher Certification website (http://www.albany.edu/education/teacher_certification.php).