Special Education: Adolescence Grades 7-12 Generalist - MSED

Program Overview:

The Special Education Adolescence Grades 7-12 Generalist Program is designed for students who hold provisional certification in secondary education or initial certification in adolescence education at the time of acceptance to the program. Students with the following content emphases may apply to this program option: biology, chemistry, English, mathematics, social studies or Spanish. This program requires a minimum of 36 credits of study and includes a three-credit student teaching experience (that may be completed during summers). For students completing an internship in special education, the minimum number of credits is reduced to 33. 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 SED 504. Certification exam information and fingerprinting information/processing are available at the New York State Department of Education “TEACH” website http://www.highered.nysed.gov/tcert/teach.

Objectives

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 Special Education,

Dr. Theresa Ward, Special Education

Program Webpage,

Special Education Adolescence Grades 7-12 Generalist M.S.E.D.

Program Requirements:

a. Educational Research (6-9 Credits)

SED 506	Foundations, Issues and Research in Special Education	3
SED 590	Research Seminar in Special Education	3
	or
SED 599	Thesis in Special Education	3 or 6

Thesis may increase the total credit hours for the program from 36 to 39. Candidates may register for 3 credits of Thesis to stay at 36 credits.

b. Behavior Management and Social Emotional Curricula (6 Credits)

SED 512	Approaches to Classroom Management and Individualized Behavior Support	3
SED 567	Teaching Student with Emotional/Behavioral Problems	3

c. Assessment in Special Education (6 Credits)

SED 529	Transition Assessment and Planning for Students with Disabilities	3
SIE 566	Assessment for Content Instruction and Students with Disabilities	3

d. Instructional Planning, Advanced Pedagogy, and Collaboration (6 Credits)

SED 519	Instructional Practices for Diverse Learners: English and Social Studies	3
	or
SIE 585	Instruction Diverse Learners: English/Social Studies	3
SED 530	Instructional Practices for Students with Learning Disabilities	3
	or
SIE 586	Instruc Dvrs Lrnrs:Mat/Sci/Tec	3

e. Literacy Coursework (6 Credits)

LRC 521	Advanced Literacy Improvement Grades 5-12	3
LRC 528	Reading and Writing for Adolescents with Disabilities	3

f. Student Teaching or Internship in Special Education (3 Credits)

SED 504	On-Site Professional Experience	3
	and
SED 505	On-Site Professional Experience Seminar	0
	or
SED 594	Internship in Special Education	0 -3
	and
SED 595	Internship Seminar	0 or3

g. Elective Coursework (3 Credits)

Elective coursework must be in related content in special education, literacy, technology education, communication sciences and disorders, education, or educational psychology. Students should meet with their advisors with questions regarding selecting appropriate elective coursework. Recommended options include but are not limited to:

SED 511	Organization and Collaboration in Education	3
SED 522	Autism Spectrum Disorders	3
SED 528	Fostering Family-School Participation	3
SED 544	Social Interventions for Individuals with Autism Spectrum Disorders	3
SED 554	Universal Curriculum Design	3
SED 556	Curriculum and Instructional Procedures for Teaching English/Language Arts to Individuals with Developmental Disabilities	3
SED 580	Topics in Special Education	3
CSD 548	AAC & Clinical Applications of Technology	3
TED 503	Assistive Technology: Integrating Technology for Students with Special Needs	3

h. Workshops Requirements (0 Credits)

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

Waived for candidates who met this requirement as part of their provisional secondary education or initial adolescence education certification requirements.

Bilingual Education Extension

Students who wish the College to recommend them to the New York State Education Department for a bilingual education extension in Spanish must complete the following additional requirements:

BLE 500	Foundations of Bilingual Education	3
BLE 508	Spanish Sociolinguistics and Psycholiguistics	3
BLE 580	Methods for Teaching Native Language Arts and Content Areas to Bilingual Learners	3
BLE 581	Methods for Teaching English Language Arts and Content Areas to Bilingual Learners	3

Internship/Field Experience/Service:

Required Course:

SED 504	On-Site Professional Experience	3
	or
SED 594	Internship in Special Education	0 -3

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 505	On-Site Professional Experience Seminar	0
	or
SED 595	Internship Seminar	0 or3
SED 590	Research Seminar in Special Education	3
	or
SED 599	Thesis in Special Education	3 or 6

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.