Program Overview:
Childhood Education and Special Education Grades 1-6 (57 Credits), “Eligible for New York State Education Department Certification in Special Education 1-6 and Childhood Education 1-6”
The Childhood Education and Special Education Grades 1-6 program is for candidates interested in teaching in elementary special education settings (grades 1-6) who do not have certification in elementary or childhood education upon application to the program. This program requires a minimum of 57 credits of study and includes a full semester of student teaching. To be eligible for New York State certification in both Special Education 1-6 and Childhood Education 1-6, the candidate must successfully complete all the Teacher Certification Examinations required by the New York State Department of Education. Fingerprinting clearance from The New York State Education Department is required prior to taking SED 504. Certification exam information and fingerprinting information/processing is available at the New York State Education Department “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:
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Demonstrate respect for all P-12 students as unique individuals by advancing their learning and development.
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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.
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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.
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Use multiple types of assessment tools for a variety of educational decisions that inform instruction for all P-12 students.
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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.
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Plan and use a variety of evidence-based instructional strategies to provide effective group and individual instructions for P-12 students’ learning and development.
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Collaborate with families, students, educators, related service providers, and personnel from community agencies to have a positive impact on student learning.
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Incorporate the elements of professional learning and ethical practice to assure that the legal rights and responsibilities of students, caretakers, and professionals are upheld.
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Demonstrate understanding of research and applied professional practice by using inquiry and data collection to establish priorities, enhance teaching, and continually inform instructional decisions.
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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: http://www.strose.edu/special-education/
Program Requirements:
a. 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 57-credit minimum requirement must select Thesis for three credits.
b. Core Course Work (24 Credits)
c. Advanced Pedagogy in Special Education (9 Credits)
| SED 518 | Child Methods in Math,Sci,Tech | 3 |
| SED 566 | Assess Students w/Disabilities | 3 |
| SED 568 | Assess/Instruction Practices | 3 |
d. Literacy Course Work (9 Credits)
| LRC 520 | Adv Devel Literacy (Birth-G 6) | 3 |
| LRC 525 | Theories/Tchg Writing | 3 |
| LRC 546 | Diagnosis & Remed Lit Prob | 3 |
| | or | |
| LRC 570 | Literacy for Eng Lang Learners | 3 |
e. Student Teaching and Related Study (9 Credits)
f. Additional Requirements (0 Credits)
Final Evaluation for Programs in Special Education
Graduate students in the Special Education Childhood Grades 1-6 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.
Requirements for College Recommendation for Certification*:
- General education requirement: (30 credits): 6 credits in Concepts in Historical and Social Sciences; 6 credits in Scientific Processes; 6 credits in Mathematical Processes.
- Requirement for the academic concentration (30 credits): A 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, Psychology or Human Development, or Social Studies.
- Requirements for coursework aligned with Association for Advancing Quality in Educator Preparation: 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 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 the additional course work in general education and/or approved academic concentrations or majors. Deficiencies may be competed 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 Course:
Culminating Academic Experiences:
Required Course:
Bilingual Education Extension (Optional):
Bilingual Education - ADV CERT
Grades 7-9 Extension (Optional):
The New York State Education Department offers an extension for grades 7-9 to the teaching certificate for Childhood Education (grades 1-6). An extension is not required as part of the Childhood Education program at The College of Saint Rose. An extension will show that the certified childhood education teacher has additional expertise to teach a subject in grades 7-9. in the area of the extension. Subjects for the 7-9 extension are Biology, Chemistry, Earth Science, English, Mathematics, Physics or Social Studies. Childhood Education students who wish the College to recommend them to the New York State Education Department for the extension must complete an academic concentration of at least 30 credits in the extension area, all requirements for the Childhood Education (Grades 1-6) program, all requirements for initial teacher certification, and the following additional requirements:
Requirements (6 Credits)
EDU 530: A 10-hour classroom field experience is required.
Students should also take the subject-specific Content Specialty Test, a component of the New York State Teacher Certification Examinations (NYSTCE).
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 Childhood Education/Special Education Admission Information:
Admission to the program in Childhood Education and Special Education Grades 1-6 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 (the graduate program in Childhood Education and Special Education Grades 1-6), the Liberal Education requirements, and an academic concentration in liberal arts or science. The course work requirements in liberal education and an approved academic concentration 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.
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