Program Overview:
Adolescence and Special Education Grades 7-12 (54 credits), “Eligible for New York State Education Department Certification in Special Education Grades 7-12 Generalist and Adolescence Education 7-12 in a content area.”
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.
Objectives for Programs in Special Education
The objectives for the Special Education Programs have been developed within the context of goals set by the professional accrediting bodies including the Association for Advancing Quality in Educator Preparation (AAQEP), Interstate Teacher Assessment and Support Consortium (InTASC), Council for Exceptional Children (CEC) and the professional organizations guiding each content discipline.
Upon completion of a graduate program in Special Education at The College of Saint Rose, candidates will:
-
Demonstrate respect for all P-12 students as unique individuals by advancing their learning and development.
-
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.
-
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.
-
Use multiple types of assessment tools for a variety of educational decisions that inform instruction for all P-12 students.
-
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 Next Generation Learning Standards.
-
Plan and use a variety of evidence-based instructional strategies to provide effective group and individual instructions for P-12 students’ learning and development.
-
Collaborate with families, students, educators, related service providers, and personnel from community agencies to have a positive impact on student learning.
-
Incorporate the elements of professional learning and ethical practice to assure that the legal rights and responsibilities of students, caretakers, and professionals are upheld.
-
Demonstrate understanding of research and applied professional practice by using inquiry and data collection to establish priorities, enhance teaching, and continually inform instructional decisions.
-
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. Frances Ihle
Co-Chair, Literacy & Special Education Department
Email: ihlef@strose.edu
Teacher Education Department
Email: teachered@strose.edu
Program Webpage: https://www.strose.edu/special-education/
Program Requirements:
a. Credits of Educational Research (6-9 Credits)
| SED 506 | Found/Issues/Resrch in Spec Ed | 3 |
| | or | |
| EPY 500 | Educational Research | 3 |
| | and | |
| SED 590 | Res Seminar Sp Ed | 3 |
| | or | |
| EDU 590 | Integrative Research Seminar | 3 |
| | or | |
| SED 599 | Thesis in Special Education | 3 or 6 |
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)
c. Curriculum and Instruction in General Education and Inclusive Classrooms (6 Credits)
| SEC 515 | Curr & Instr in Secondary Sch | 3 |
One content-specific methods course chosen from:
| SEC 520 | Method Teach Eng. Sec. School | 3 |
| SEC 522 | Methods Teach Math Sec. School | 3 |
| SEC 523 | Methods Teach Science Sec Sch. | 3 |
| SEC 524 | Methods Teach Social Studies | 3 |
d. Behavior Management (6 Credits)
| SED 512 | Classrm Mngmnt Individ Behav | 3 |
| SED 567 | AdvThry/Prac Tch Childw/EBD | 3 |
| | or | |
| SED 522 | Autism Spectrum Disorders | 3 |
e. Assessment in Special Education (6 Credits)
| SIE 566 | Assess Content Instruc & Indiv | 3 |
| SED 529 | Transition Asses Pln Std w/Dis | 3 |
f. Instructional Planning, Advanced Pedagogy, and Collaboration (6 Credits)
| SED 519 | Inst Prac Divers Learn Eng Soc | 3 |
| | or | |
| SIE 585 | Instruc Div Lrnrs:ENG/SOC ST | 3 |
| SED 530 | Inst Pract Diverse Learn; MST | 3 |
| | or | |
| SIE 586 | Inst Diverse Learn:Mat/Sci/Tec | 3 |
g. Literacy Course Work (6 Credits)
| LRC 521 | Adv Literacy Improvmnt G 5-12 | 3 |
| LRC 528 | Read & Write for Adol w/ Disab | 3 |
h. Student Teaching and Related Study (9 Credits)
| SIE 580 | On-Site Prof Exp Adol Educ | 3 or 6 |
| SIE 582 | On-Site Prof Exp Sem:Adol/Sp E | 2 |
| SIE 584 | Portfolio in Adoles & Spec Ed | 1 |
i. Additional Requirements (0 Credits)
Requirements for College Recommendation for New York State Certification*
- Requirements for general education: 6 credits in English Language Arts; 6 credits in Concepts in Historical and Social Sciences; 6 credits in Scientific Processes; 6 credits in Mathematical Processes
-
Requirement for the content area: 36 credits in a liberal arts or science major (e.g., Biology, English, Mathematics, or Social Studies).
-
Requirements for coursework aligned with Association for Advancing Quality in Educator Preparation (AAQEP): 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.
*Applicants with insufficient credit in the areas 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 additional course work in general education and/or the major. 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 faculty advisor.
Internship/Field Experience/Service:
Required Courses:
| SIE 580 | On-Site Prof Exp Adol Educ | 3 or 6 |
| SIE 582 | On-Site Prof Exp Sem:Adol/Sp E | 2 |
| SIE 584 | Portfolio in Adoles & Spec Ed | 1 |
Culminating Academic Experiences:
Required Courses:
| SIE 584 | Portfolio in Adoles & Spec Ed | 1 |
| SED 590 | Res Seminar Sp Ed | 3 |
| | or | |
| EDU 590 | Integrative Research Seminar | 3 |
| | or | |
| 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.
Final Evaluation for Programs in Special Education
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:
Requirements (9 Credits)
EPY 522: A 10-hour classroom field experience is required.
EDU 530: Required for those pursing the Advanced Certificate in Adolescence Education and a 10-hour classroom field experience is required.
And one of the following (depending upon major):
ELE 585, ELE 586: (A 12-hour classroom field experience is required in each course.)
Candidates will select the methods course that complements their discipline (e.g., math or science majors would choose ELE 586, Methods of Teaching Science and Math 1-6), so as to provide a broader content base for teaching and integrating their content area across the curriculum in grades 5 and 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 Association for Advancing Quality in Educator Preparation.
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, a resume, and Statement of Purpose of approximately 300 words detailing the applicant’s goals for graduate study.
- Evidence of the possession of a U.S. baccalaureate degree or equivalent from an accredited institution through submission of official transcripts from all post-secondary education.
- Academic and professional qualifications for graduate study, as indicated by two letters of recommendation. The Communication Sciences & Disorders and School Psychology programs requirethree 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 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 can access the online application and application instructions at www.strose.edu/gradapply.
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 the program in 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., Adolescence Education and Special Education Grades 7-12), the Liberal Education requirement, and a major in liberal arts or science. The course work requirements in liberal education and an approved academic 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.
Find Out More: