Program Overview:
The Adolescence Education and Special Education Generalist Grades 7-12 program is for candidates who do not have adolescence (secondary) certification at the time of acceptance to the program. In addition to adolescence education certification, candidates will be eligible for adolescence special education generalist certification in the subject areas of their concentrations. Students with the following concentrations may apply to this program option: biology, chemistry, English, mathematics, social studies, earth science or Spanish. This program requires a minimum of 54 credits of study and includes a full semester of student teaching. To be eligible for the New York State special education certification, the candidate must successfully complete the New York State Teacher Certification Examinations required by the New York State Department of Education. Fingerprinting clearance from The New York State Department of Education is required prior to doing SEE 580. Certification exam information and fingerprinting information/processing is available at the New York State Department of Education “TEACH” website http://www.highered.nysed.gov/tcert/teach.
Objectives for Programs in Special Education
Upon completion of a graduate program in Special Education at The College of Saint Rose, candidates will:
- Demonstrate respect for their students as unique individuals;
- Create safe and supportive learning environments within a variety of school settings where cultural understanding, safety and emotional well-being, positive social interactions and active engagement in learning occur;
- Identify ways that typical and atypical language development and cultural and linguistic differences can affect language comprehension, social interactions and academic success and use strategies to enhance language and social development, teach communication skills, and supplement understanding of subject matter;
- Use multiple types of assessment tools for a variety of educational decisions;
- Develop long-range Individualized Educational Plans (IEPs);
- Demonstrate understanding of the central concepts, tools of inquiry, and structure of the discipline(s) they teach and create units of instruction and lesson plans related to the New York State Education Department Learning Standards;
- Use a variety of evidence-based instructional strategies to provide group and individual instruction incorporating technology into the instructional process to support learner outcomes;
- Collaborate with families, students, other educators, related service providers and personnel from community agencies in culturally responsive ways;
- Demonstrate understanding and ability to use knowledge regarding the legal rights and responsibilities of students, parents, teachers, and other professionals within schools;
- Incorporate the elements of professionalism into their teaching; and
- Demonstrate understanding of research through application to their professional practice.
Program Contacts:
To email the chairperson of Teacher Education,
Dr. Theresa Ward, Special Education
Program Webpage,
Adolescence Education/Special Education M.S.E.D.
Program Requirements:
a. Credits of Educational Research (6-9 Credits)
| SED 506 | Foundations, Issues and Research in Special Education | 3 |
| SED 590 | Research Seminar in Special Education | 3 |
| | or | |
| EDU 590 | Integrative Research Seminar | 3 |
| | and | |
| SED 599 | Thesis in Special Education | 3 or 6 |
SED 599: (as an alternative to SED 590 and SEC 999). Thesis may be taken for three or six credits, but students who wish to stay within the 54-credit minimum requirement must select Thesis for three credits.
b. Core Course Work (9 Credits)
| EDU 506 | Educational Foundations | 3 |
| EPY 502 | Survey of Educational Psychology | 3 |
| EPY 523 | Adolescent Psychology and Development | 3 |
c. Curriculum and Instruction in General Education and Inclusive Classrooms (6 Credits)
| SEC 515 | Curriculum and Instruction in Secondary Schools | 3 |
One content-specific methods course chosen from:
| SEC 520 | Methods of Teaching English in the Secondary School | 3 |
| SEC 521 | Methods of Teaching Foreign Language in the Secondary School | 3 |
| SEC 522 | Methods of Teaching Mathematics in the Secondary School | 3 |
| SEC 523 | Methods of Teaching Science in the Secondary School | 3 |
| SEC 524 | Methods of Teaching Social Studies in the Secondary School | 3 |
d. Behavior Management (6 Credits)
| SED 512 | Approaches to Classroom Management and Individualized Behavior Support | 3 |
| SED 567 | Teaching Student with Emotional/Behavioral Problems | 3 |
e. Assessment in Special Education (6 Credits)
| SIE 566 | Assessment for Content Instruction and Students with Disabilities | 3 |
| SED 529 | Transition Assessment and Planning for Students with Disabilities | 3 |
f. Instructional Planning, Advanced Pedagogy, and Collaboration (6 Credits)
| SED 519 | Instructional Practices for Diverse Learners: English and Social Studies | 3 |
| | and | |
| SIE 585 | Instruction Diverse Learners: English/Social Studies | 3 |
| | | |
| | or | |
| SED 530 | Instructional Practices for Students with Learning Disabilities | 3 |
| | and | |
| SIE 586 | Instruc Dvrs Lrnrs:Mat/Sci/Tec | 3 |
g. Literacy Course Work (6 Credits)
| LRC 521 | Advanced Literacy Improvement Grades 5-12 | 3 |
| LRC 528 | Reading and Writing for Adolescents with Disabilities | 3 |
h. Student Teaching and Related Study (9 Credits)
| SEE 580/SIE 580 | On-site Professional Experience in Adolescent Education | 6 |
| SEE 582/SIE 582 | On-site Professional Experience Seminar in Secondary and Special Education | 2 |
| SEE 584/SIE 584 | Portfolio in Adolescent and Special Education | 1 |
i. Additional Requirements (0 Credits)
| SEE 506 | Introduction to Portfolio | 0 |
| EDU 602 | Violence Prevention | 0 |
| EDU 603 | Child Abuse Prevention | 0 |
| EDU 606 | HIV/Aids and Communicable Diseases Workshop | 0 |
| EPY 637 | Substance Abuse Workshop | 0 |
Additional requirements waived for candidates who met this requirement as part of their provisional secondary education or initial adolescence education certification requirements.
Final Evaluation for Programs in Special Education
Graduate students in the Special Education Early Childhood Birth-Grade 2, Special Education Childhood Grades 1-6, Special Education Adolescence Grades 7-12, and Professional Special Education programs will meet the requirements for the degree by completing all course work at the satisfactory level. As part of the final evaluation, students will conduct and present an action research project that satisfactorily demonstrates the integration of course work and best practices. This research project is completed as part of the course requirements for SED 590 Research Seminar in Special Education, EPY 541 (option for Professional Special Education), SED 595 Seminar in Teaching and Research in Special Education (option for interns), or SED 599 Thesis in Special Education.
Candidates in the Childhood Education and Special Education Program: Grades 1-6 or the Adolescence Education and Special Education Generalist Program: Grades 7-12 must successfully complete.
Internship/Field Experience/Service:
Required Courses:
| SEE 580/SIE 580 | On-site Professional Experience in Adolescent Education | 6 |
| SEE 582/SIE 582 | On-site Professional Experience Seminar in Secondary and Special Education | 2 |
| SEE 584/SIE 584 | Portfolio in Adolescent and Special Education | 1 |
A full-year paid internship opportunity is available to those applicants who possess provisional or initial certification in early childhood (birth-grade 2), childhood (grades 1-6), or adolescence (grades 7-12), and are enrolled in a Special Education graduate program at The College of Saint Rose. Interns are placed in inclusive classrooms for the district school year under the supervision of special education teachers. Interested applicants should contact the Graduate and Continuing Education Admissions office for the internship application. Interns must complete a minimum of 18 credits of their required course work prior to beginning their internship placements. Internship placements begin in September of each school year. An interview may be required with the internship coordinator.
Culminating Academic Experiences:
Required Courses:
| SED 506 | Foundations, Issues and Research in Special Education | 3 |
| SED 590 | Research Seminar in Special Education | 3 |
| | or | |
| EDU 590 | Integrative Research Seminar | 3 |
| | and | |
| SED 599 | Thesis in Special Education | 3 or 6 |
SED 599: (as an alternative to SED 590 and SEC 999. Thesis may be taken for three or six credits, but students who wish to stay within the 54-credit minimum requirement must select Thesis for three credits. Candidates who complete the thesis do not need to take the Comprehensive Examination.
Professional Accreditation:
The College of Saint Rose, sponsored by the Sisters of Saint Joseph of Carondelet, Albany Province, is chartered by the Board of Regents of New York State. All of its degrees and programs are registered and its professional programs are fully approved by the Board of Regents through the New York State Education Department.
The College of Saint Rose is accredited by the Middle States Commission on Higher Education, 3624 Market Street, Philadelphia, PA 19104 (267-284-5000). The Middle States Commission on Higher Education is an institutional accrediting agency recognized by the U.S. Secretary of Education and the Council for Higher Education Accreditation.
The specialized accrediting agencies noted below are recognized by the U.S. Secretary of Education and/or the Council for Higher Education Accreditation: Programs offered by The College of Saint Rose for the preparation of all school professionals, leading to initial and advanced certifications, are accredited by the National Council for Accreditation of Teacher Education.
Admissions and Financial Aid Information:
General Admission Information
Eligibility for admission to The College of Saint Rose graduate programs is typically based upon the following minimum requirements:
-
Submission of a completed application and a Statement of Purpose of approximately 300 words detailing the applicant’s goals for graduate study.
-
Evidence of the possession of a baccalaureate degree from an accredited institution through submission of official transcripts from all undergraduate and graduate institutions attended
-
Academic and professional qualifications for graduate study, as indicated by two letters of recommendation.
-
A grade point average of 3.0 (on a 4.0 scale), overall and in the undergraduate major.
-
Other admission criteria specified by academic programs such as submission of resumes, writing samples, portfolios, test scores, and participation in interviews or admissions workshops.
Applicants to The College of Saint Rose are responsible for completing their applications by submitting all required components. Prospective students may wish to visit our website for online application options and downloadable forms.
See Graduate Admissions section for more information.
Financial Aid
The College of Saint Rose has long been committed to the premise that a quality education should be within the reach of qualified students. To this end, the College serves its student body through a comprehensive program of federal, state, and institutional financial aid. While the basic responsibility for financing education lies with the students and their families, scholarships, loans, and/or assistantships can supplement insufficient family resources. The amount of aid available through the College is limited and is awarded on the basis of academic merit. All financial assistance from the College is subject to adjustment if the recipients are later granted aid from other sources. Financial aid awards are contingent upon students’ maintaining good academic standing and satisfactory academic progress.
See Financial Aid section for more information.
Additional Adolescence Education/Special Education Admission Information
Admission to programs in Childhood Education and Special Education Grades 1-6 and Adolescence Education and Special Education Grades 7-12 is contingent upon meeting general admissions requirements for graduate study at The College of Saint Rose. In order for the College to recommend candidates for certification in New York State, teacher candidates must meet course work requirements in the education sequence (i.e., the graduate program in Childhood Education and Special Education Grades 1-6 or Adolescence Education and Special Education Grades 7-12), the Liberal Education requirement, and an academic concentration or a major in liberal arts or science. The course work requirements in liberal education and an approved academic concentration or major are not offered as a part of the graduate program (the programs in Special Education satisfy only the requirements for course work in education); the non-education requirements are often already met during candidates’ undergraduate study.
The following are requirements for the graduate program in Childhood Education and Special Education Grades 1-6 and Adolescence Education and Special Education Grades 7-12:
Requirements for College Recommendation for Certification*
- Liberal Education requirement (31-36 credits): college-level study in the areas of English (9 credits including composition and literature), social science (6 credits including economics, political science, history, sociology, geography, anthropology [Note: not psychology]), technology (3 credits or evidence of proficiency), artistic expression (3 credits including music, art, drama, film, and media arts), and a language other than English (3 credits which may include American Sign Language). For Childhood Education, the following requirements also apply: mathematics (6 credits which may include statistics), science (6 credits which MUST include a laboratory science). For Adolescence Education, the following requirements also apply: mathematics (3 credits which may include statistics), science (4 credits which MUST include a laboratory science).
- Requirements for the academic concentration or content area major as applicable:
- Childhood Education and Special Education Grades 1-6 (30 credits): concentration in a liberal arts or science area, including Art (may not be predominately Studio Art), American Studies, Biology, Chemistry, Earth Science, English/Language Arts, General Science, language other than English, Mathematics, Music (may not be predominately studio studies), Physics, or Social Studies.
- Adolescence Education and Special Education Grades 7-12 (36 credits): content area major in a liberal arts or science area, including Biology, Chemistry, Earth Science, English/Language Arts, Mathematics, Social Studies, or Spanish.
* Applicants with insufficient credit in the Liberal Education requirement and/or with academic concentrations or majors not listed above, are encouraged to apply but may need to complete additional course work. Analysis of transcripts may lead to recommendations that individuals accepted into the program complete the additional course work in liberal arts and/or approved academic concentrations or majors. Deficiencies may be completed at the undergraduate or graduate level. Content specialty deficiencies must be completed prior to graduation. For further information students should contact advisors with questions or concerns regarding deficiencies. Teacher candidates select appropriate courses in consultation with their advisors.
Additional information regarding Program Requirements: (e.g., guidelines for portfolio, comprehensive examination, and student teaching) is located in the Graduate Teacher Certification Handbook, which is available at the time of orientation.
Find Out More: