Program Overview:
Special Education Early Childhood Birth-Grade 2 (30 credits), “New York State Education Department Certification in Special Education Birth-Grade 2”
The Special Education Early Childhood Program is designed for students who hold provisional elementary education certification or initial early childhood education certification at the time of acceptance into this program. The program will lead to initial certification in special education birth-grade 2. This program requires a minimum of 30 credits of study and includes a three-credit student teaching experience (that may be completed during summers) under the guidance of a special educator at the appropriate level. 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 taking SED 504. 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
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 Birth-Grade 2 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 595 | Internship Seminar | 0 or3 |
| | or | |
| SED 599 | Thesis in Special Education | 3 or 6 |
SED 595 (required for students completing the internship)
Thesis may increase the total credit hours for the program from 30 to 33. Candidates may register for 3 credits of Thesis to stay at 30 credits.
b. Core Course Work in Special Education (9 Credits)
| SED 511 | Organization and Collaboration in Education | 3 |
| SED 512 | Approaches to Classroom Management and Individualized Behavior Support | 3 |
| | and | |
| SED 522 | Autism Spectrum Disorders | 3 |
| | or | |
| SED 544 | Social Interventions for Individuals with Autism Spectrum Disorders | 3 |
c. Advanced Pedagogy in Special Education (6 Credits)
| SED 549 | Assessing and Teaching Young Children with Significant Disabilities | 3 |
| | and | |
| SED 550 | Developmental Assessment of Young Children | 3 |
| | or | |
| | Elective | 3 |
Elective: Based on advisor review of undergraduate transcript for a developmental assessment course. See f section for options.
d. 6 Credits of Literacy Course Work
| | Advisor-approved literacy course work | 6 |
e. 3 Credits of Student Teaching
| SED 504 | On-Site Professional Experience | 3 |
| SED 505 | On-Site Professional Experience Seminar | 0 |
| | or | |
| SED 594 | Internship in Special Education | 0 -3 |
| | and | |
| SED 595 | Internship Seminar | 0 or3 |
f. Elective Course Work in Advanced Pedagogy in Special Education (3 Credits)
Electives may be chosen with advisor approval from the following options:
| SED 518 | Methods in Math, Science, and Technology for Diverse Learners K-8 | 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 555 | Assessment and Teaching of Young Children at Risk for Social-Emotional and Behavioral Disorders | 3 |
| SED 566 | Assessment for Content Instruction and Students with Disabilities | 3 |
| SED 567 | Teaching Student with Emotional/Behavioral Problems | 3 |
| SED 580 | Topics in Special Education | 3 |
| CSD 524 | Lang Disorders: Infants/Preschoolers/People with Developmental Disabilities 3 | 3 |
| CSD 548 | AAC & Clinical Applications of Technology | 3 |
| TED 503 | Assistive Technology: Integrating Technology for Students with Special Needs | 3 |
g. Additional 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 |
Additional requirements waived for candidates who met these requirements as part of their provisional elementary education or initial childhood education certification requirements.
Internship/Field Experience/Service:
Required Courses:
| SED 594 | Internship in Special Education | 0 -3 |
| SED 504 | On-Site Professional Experience | 3 |
Internship Opportunity in Special Education
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 |
| SED 595 | Internship Seminar | 0 or3 |
| SED 599 | Thesis in Special Education | 3 or 6 |
SED 595: (required for students completing the internship)
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:
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Submission of a completed application and a Statement of Purpose of approximately 300 words detailing the applicant’s goals for graduate study.
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Evidence of the possession of a baccalaureate degree from an accredited institution through submission of official transcripts from all undergraduate and graduate institutions attended
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Academic and professional qualifications for graduate study, as indicated by two letters of recommendation.
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A grade point average of 3.0 (on a 4.0 scale), overall and in the undergraduate major.
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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.
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