Program Objectives
To provide teachers with the necessary knowledge and skills requires significant preparation. In addition to the knowledge and skills required of all students (including broad general knowledge in the arts and sciences, content expertise including a thorough knowledge of the general education curriculum and the New York State Student Learning Standards, and content pedagogy), special educators will develop knowledge and skills in the following areas:
- Historical, social, and legal foundations of special education, employment, and independence for individuals with disabilities including the continuum of special education services, the rights and responsibilities of parents, students, teachers and schools in relation to students with disabilities, individual education planning, and the nature of post-secondary outcomes for students with disabilities.
- Characteristics of learners with disabilities including knowledge of typical and atypical language development of native English speakers and students with limited English proficiency, general knowledge of students within each of the disabilities defined in IDEA, and in-depth knowledge of students in early childhood and students with learning and behavioral disorders in childhood.
- Managing behavior of students with disabilities and promoting positive social interaction skills including knowledge of classroom and student management theories, methods and techniques, methods of functional analysis of student behavior, and methods of promoting positive affective and social outcomes among diverse groups of students.
- Participation in collaborative professional partnerships for the benefit of students with disabilities and strengthening partnerships with families of student with disabilities including effective collaboration with general education teachers, related service professionals, teacher assistants, administrators, other staff, parents and community members.
- Assessment, diagnosis, and evaluation of students with disabilities including knowledge and skills in using a variety of assessment strategies including norm-referenced, criterion-referenced, and authentic assessment techniques to analyze student performance and plan appropriate interventions for students with disabilities.
- Curriculum development and research-validated methods of instructing student with disabilities including knowledge of specialized instructional strategies, technologies and materials to develop and increase student proficiency in instructional areas that are chronologically age appropriate. These areas may include but are not limited to motor, cognitive, social, communication and vocational skills, academic areas of oral and written language (including reading, composition, spelling, handwriting), mathematics, content areas. Knowledge in planning, implementing, and managing individual educational plans.
- Assistive and instructional technology in the teaching and learning for students with disabilities including knowledge of legal aspects for assistive technology in special education, assessment strategies, uses of low and high-tech devices and methods, software application and supporting hardware, including the use of personal computers in educational programs.
- Planning and managing teaching and learning environments for individuals with disabilities, including planning for and supporting students with disabilities in general education settings including knowledge and skills in teacher consultation, co-teaching, planning accommodations and modifications, scheduling uses of cooperative learning peer mediated/peer-supported learning, strategies for training and supervision of staff (e.g. teacher aides).
Admission
General admission requirements are the same as those for The Graduate School. In addition, applicants must submit to the Division of Education Office a completed application form and fee, a statement describing qualifications, experience and reasons for seeking admission to the program, official transcript(s) from all undergraduate and graduate schools previously attended, and two letters of reference. A copy of New York State certification is required for those applying to the master’s degree 30-credit program. When the College has received all application materials, an appointment to provide a writing sample will be arranged. This sample will identify those who might benefit from assistance from the College’s Learning Support Services available at no cost to students admitted to the program.
All applicants must arrange an interview with the Assistant Dean before final acceptance. All students must complete the Core Courses. Upon selecting a field of study, Early Childhood Special Education, or Childhood Special Education, each student with a faculty advisor will plan a specific program of course work in that area of study. Electives may be selected with approval of the advisor. An average of 3.0 (B) must be maintained.
Students will be admitted to practicum courses upon demonstration of competency in prerequisite courses and personal suitability for field placement.