The graduate programs in the Division of Special Education offers distinct degree programs/certification in special education/literacy, special education, elementary education and inclusion. Each program has a clear and distinctive purpose, so that you can choose the program that best meets your needs. We offer programs suitable for individuals with no teaching background, and for those who hold initial certification in general childhood education or special education.
Applicants to all programs (except the 67 credit MS in Special Education and Literacy and non-degree study) should include copies of teaching certifications held and copies of test scores. Be aware that candidates applying for certification on or after May 1, 2014 or candidates who applied for certification on or before April 30, 2014 but did not meet all the requirements for an initial certification on or before April 30, 2014 must now complete the following certification exams: edTPA; Educating All Students Test (EAS); Academic Literacy Skills Test (ALST), and the revised Multi-Subject Content Specialty Test (CST). Applicants to the Inclusion and Special Education program must also include a copy of the test scores on the Special Education Content Specialty Test. In addition, as of December 31, 2013, all applicants for certification are required to complete six clock hours in DASA (Dignity for All Students Act) training. Admission is contingent on proof of valid new York State Teaching Certification and passing grades on these examinations for all applicants except those applying to the 67 credit MS in Special Education and Literacy and non-degree study.
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Individuals in the Special Education Internship Certificate program specialize in working with students identified with disabilities. A strong emphasis is placed on integrating university course work content and applied experiences in the classroom in order to support individuals’ acquisition of the specific skills and competencies they will need to work successfully with students with disabilities. The year-long program begins with a summer of introductory courses and five to six weeks of supervised field placement. Specialized courses in Special Education begin in the fall and complement a field-based placement in the schools. Individuals continue to work in schools during the spring semester while also completing special education coursework at the university. The program certifies graduates as special education teachers grades 1-6.
The Master of Science in Special Education Inclusion program is designed for part-time students. The program provides those with certification in childhood education (1-6) the opportunity to gain knowledge about working with students with disabilities, and to complete an approved program that will allow them to make initial certifications professional. This program allows teachers who will work in general education settings to become better prepared to work with the students with disabilities who will be included in their classrooms. Students in the Inclusion program complete required special education courses and a series of electives in reading and educational psychology. They plan and execute a small research project in education as their capstone experience.
This intensive program is designed to provide those with certification in childhood education the opportunity to acquire two additional teaching certifications: Teaching Students with Disabilities at the Childhood Level (1-6), and Literacy (Birth-Grade 6). In a carefully designed sequence of courses and field experiences, individuals acquire the knowledge, skills, and certifications required to successfully teach in special education and literacy settings
This intensive program is designed to allow highly qualified individuals to change careers and become teachers. In a carefully designed sequence of courses and field experiences, individuals acquire the knowledge, skills, and certifications required to successfully teach in childhood education (1-6), special education, and literacy settings. After a summer of introductory courses, students devote their first academic year to coursework in special education, educational psychology and reading. At the same time, they participate in a year-long practicum, working with one or two students in an after-school setting. In their second summer, students in the Special Education and Literacy (II) program complete a student teaching experience in childhood education (1-6), as well as several courses. This prepares them for their special education Internship, taken in the fall of the second year in the program.
