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Adolescence Education/Special Education (Grades 7-12) - MSED

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. Students with the following undergraduate majors may apply to this program option: Biology, English, Mathematics, or Social Studies. 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 and certification in the content discipline for grades 7-12, the candidate must successfully complete all of the Teacher Certification Examinations required by the New York State Department of Education in both certification areas. Fingerprinting clearance from The New York State Department of Education is required prior to doing SIE 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. Students wishing to pursue NYSED certification in Literacy (24 credit program) should enroll simultaneously in the Special Education program and the Literacy program so that literacy courses are counted towards both programs.  Consult the Graduate Catalog for more information on Certification in Literacy, an Extension in Bilingual Education and the Grade Level Extension for 5-6.  


The objectives for the Special Education Programs have been developed within the context of goals set by the professional accrediting bodies including the Council for the Accreditation Educator Preparation (CAEP), Interstate Teacher Assessment and Support Consortium (InTASC), Council for Exceptional Children (CEC) and the professional organizations guiding each content discipline.

  1. Demonstrate respect for all P-12 students as unique individuals by advancing their learning and development.

  2. Create inclusive 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 is promoted.

  3. Incorporate understanding of learner development, individual learning differences, and diversity in their teaching practices to positively impact the social, academic, and communication skills of P-12 students.

  4. Use multiple types of assessment tools for a variety of educational decisions that inform instruction for all P-12 students.

  5. Demonstrate understanding of the central concepts, tools of inquiry, and discipline-specific practices to teach curricular content knowledge related to the New York State P-12 Common Core Learning Standards.

  6. Plan and use a variety of evidence-based instructional strategies to provide effective group and individual instructions for P-12 students’ learning and development.

  7. Collaborate with families, students, educators, related service providers, and personnel from community agencies to have a positive impact on student learning.

  8. Incorporate the elements of professional learning and ethical practice to assure that the legal rights and responsibilities of students, caretakers, and professionals are upheld.

  9. Demonstrate understanding of research and applied professional practice by using inquiry and data collection to establish priorities, enhance teaching, and continually inform instructional decisions.

  10. Demonstrate the ability to plan and teach using the principles of Universal Design for Learning, which includes current and appropriate educational and assistive technologies, supplemental materials, and community resources to benefit the needs of all learners. 

Program Contacts:


Dr. Elizabeth Yanoff

Teacher Education Department Chair

Program Webpage:

Program Requirements:

SED 506Found/Issues/Resrch in Spec Ed

3

and

SED 590Res Seminar Sp Ed

3

or

EDU 590Integrative Research Seminar

3

or

SED 599Thesis in Special Education

3 or 6

EDU 506Educational Foundations

3

EPY 502Survey of Educ Psychology

3

EPY 523Adolesc Psych & Devel

3

SEC 515Curr & Instr in Secondary Sch

3

SEC 520Method Teach Eng. Sec. School

3

SEC 522Methods Teach Math Sec. School

3

SEC 523Methods Teach Science Sec Sch.

3

SEC 524Methods Teach Social Studies

3

SED 512Classrm Mngmnt Individ Behav

3

SED 567AdvThry/Prac Tch Childw/EBD

3

SIE 566Assess Content Instruc & Indiv

3

SED 529Transition Asses Pln Std w/Dis

3

SED 519Inst Prac Divers Learn Eng Soc

3

or

SIE 585Instruc Div Lrnrs:ENG/SOC ST

3

SED 530Inst Pract Diverse Learn; MST

3

or

SIE 586Inst Diverse Learn:Mat/Sci/Tec

3

LRC 521Adv Literacy Improvmnt G 5-12

3

LRC 528Read & Write for Adol w/ Disab

3

SIE 580On-Site Prof Exp Adol Educ

6

SIE 582On-Site Prof Exp Sem:Adol/Sp E

2

SIE 584Portfolio in Adoles & Spec Ed

1

SEE 506Intro to Portfolio

0

EDU 602Violence Prevention

0

EDU 603Child Abuse Prevention

0

EDU 606Univ Prec & Conf AIDS/HIV

0

EDU 611Dignity For All Students

0

EPY 637Substance Abuse Workshop

0

  • General education requirement (30 credits): college-level study in the areas of English (6 credits including composition), social science (3 credits from economics, political science, history, sociology, geography, anthropology, psychology) mathematics (3 credits), science (3 credits), information retrieval/ educational technology (3 credits), artistic expression (3 credits), humanities (3 credits literature, philosophy, and religious studies, classics, history, languages, performing arts, music, cultural studies, communication), language other than English (3 credits which may include Sign Language), and 3 credits of further disciplinary study in one of the core areas.

  • Requirement for the major (36 credits): a major in a liberal arts or science area (e.g., Biology, English, Mathematics, or Social Studies).
  • Requirements for coursework aligned with National Council of Accreditation of Teacher Education (NCATE) Specialty Program Association (SPA) standards: Consult with your advisor. Existing coursework may satisfy deficiencies. Your advisor will consider evidence you present. Such evidence may include course descriptions, syllabi, and/or other course materials. All deficiencies noted must be satisfied in order to qualify for the College’s recommendation for certification.

Internship/Field Experience/Service:

SIE 580On-Site Prof Exp Adol Educ

6

SIE 582On-Site Prof Exp Sem:Adol/Sp E

2

SIE 584Portfolio in Adoles & Spec Ed

1

Culminating Academic Experiences:

SIE 584Portfolio in Adoles & Spec Ed

1

SED 590Res Seminar Sp Ed

3

or

EDU 590Integrative Research Seminar

3

or

SED 599Thesis in Special Education

3 or 6

Graduate students in the Adolescence Education-Special Education Grades 7-12 program will meet the requirements for the degree by completing all course work at the satisfactory level (minimum of B grade). 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, EDU 590 Integrative Research Seminar or SED 599 Thesis in Special Education.


Bilingual Education Extension (Optional):

Bilingual Education - ADV CERT

Grades 5-6 Extension (Optional):

The New York State Education Department offers an extension for grades 5-6 to the teaching certificate for Adolescence Education (grades 7-12). Extensions are not required as part of the Adolescence Education programs at The College of Saint Rose. The extension to teach in grades 5 and 6 is designed to enable students to create developmentally appropriate classroom contexts for learning in the content areas of their certification (Biology, Chemistry, Earth Science, English, Mathematics, or Social Studies). An extension will show that the certified adolescence teacher has added expertise in the area of the extension. Adolescence Education students who wish the College to recommend them to the New York State Education Department for the extension must complete all the requirements for their Adolescence Education program and the additional requirements listed below:


EPY 522Chld Psych & Dev

3

EDU 530Middle Sch Ed:Theory/Pract

3

ELE 585Methods:Lang Arts/Soc Stud

3

ELE 586Methods:Science/Math 1-6

3

Professional Accreditation:

Admissions and Financial Aid Information:

See Graduate Admissions section for more information.

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.

Additional Adolescence Education/Special Education Admission Information:

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