Program Overview:
The Collaborative-Support Teacher in Special Education Generalist (Adolescence Level) is designed to prepare educators who have previous preparation and certification in related fields of teaching outside of adolescence education and wish to become certified in special education at the adolescence level (Grades 7-12). Those entering with certification in another level of special education (Early Childhood Special Education or Childhood Special Education) will complete the 36 credit program of study that includes a student teaching experience. Those with certification outside of special education including certification in Early Childhood Education, Childhood Education and specialty content areas including Art, Music, Physical Education, Health, Family and Consumer Sciences, Business, Educational Technology and Technology Education (Grades K-12) will complete the 45 credit program of study. At the conclusion of the program, candidates will qualify for certification in the area of Students with Disabilities (SWD) Grade 7-12 Generalist. To be eligible for the New York State special education certification the candidate must successfully complete the Students with Disabilities 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 574. Certification exam information and fingerprinting information/processing is available at the New York State Department of Education “TEACH” website.
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
Program Webpage: http://www.strose.edu/special-education/
Program Requirements (for candidates certified in Special Education B-2 or 1-6) 36 credits:
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 | |
| 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 36-credit minimum requirement must select Thesis for three credits.
b. Development and Curriculum at the Adolescence Level (6 Credits)
| EPY 523 | Adolesc Psych & Devel | 3 |
| | Advisor approved SEC course | 3 |
c. Behavior and Social Emotional Curricula (3 Credits)
| SED 567 | AdvThry/Prac Tch Childw/EBD | 3 |
| | or | |
| SED 522 | Autism Spectrum Disorders | 3 |
d. Assessment in Special Education (6 Credits)
| SIE 566 | Assess Content Instruc & Indiv | 3 |
| SED 529 | Transition Asses Pln Std w/Dis | 3 |
e. Instructional Planning, Advanced Pedagogy, a nd 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 |
f. Literacy Coursework (6 Credits)
| LRC 521 | Adv Literacy Improvmnt G 5-12 | 3 |
| LRC 528 | Read & Write for Adol w/ Disab | 3 |
g. Student Teaching and Related Study (3 Credits)
| SED 574 | On-site Prof Exp Adol CST | 3 |
| SED 575 | On-site Prof Exp Sem Adol CST | 0 |
h. Additional Requirements (0 Credits)
Additional requirements waived for candidates who met this requirement as part of their initial certification requirements.
Program Requirements (for candidates certified in Early Childhood Education, Childhood Education and specialty content areas) 45 credits:
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 | |
| 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 36-credit minimum requirement must select Thesis for three credits.
b. Development and Curriculum at the Adolescence Level (12 Credits)
| EPY 502 | Survey of Educ Psychology | 3 |
| EDU 506 | Educational Foundations | 3 |
| EPY 523 | Adolesc Psych & Devel | 3 |
| | Advisor approved SEC course | 3 |
c. Behavior and Social Emotional Curricula (6 Credits)
| SED 512 | Classrm Mngmnt Individ Behav | 3 |
| SED 567 | AdvThry/Prac Tch Childw/EBD | 3 |
| | or | |
| SED 522 | Autism Spectrum Disorders | 3 |
d. Assessment in Special Education (6 Credits)
| SIE 566 | Assess Content Instruc & Indiv | 3 |
| SED 529 | Transition Asses Pln Std w/Dis | 3 |
e. Instructional Planning, Advanced Pedagogy, a nd 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 |
f. Literacy Coursework (6 Credits)
| LRC 521 | Adv Literacy Improvmnt G 5-12 | 3 |
| LRC 528 | Read & Write for Adol w/ Disab | 3 |
g. Student Teaching and Related Study (3 Credits)
| SED 574 | On-site Prof Exp Adol CST | 3 |
| SED 575 | On-site Prof Exp Sem Adol CST | 0 |
h. Additional Requirements (0 Credits)
Additional requirements waived for candidates who met this requirement as part of their initial certification requirements.
Final Evaluation for Programs in Special Education:
Graduate students in the Collaborative Support Teacher in Special Education Generalist 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.
Internship/Field Experience/Service: Required Courses:
| SED 574 | On-site Prof Exp Adol CST | 3 |
| SED 575 | On-site Prof Exp Sem Adol CST | 0 |
SED 574 requires a minimum of 50 days in the field for student teaching including 5 weeks in each of the 2 placements at the Adolescence Level, one in grades 7-9 and one in grades 10-12.
Culminating Academic Experiences:
Required Courses:
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 (AAQEP).
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 Collaborative Support Teacher in Special Education (Grades 7-12) Admission Information:
Admission to the Collaborative Support Teacher in Special Education Grades 7-12 is contingent upon meeting general admissions requirements for graduate study at The College of Saint Rose.
Requirements for College Recommendation for Certification*
• Liberal Education requirement (31-36 credits): college-level study in the areas of English (9 credits including composition and literature), social science (6 credits including economics, political science, history, sociology, geography, anthropology [Note: not psychology]), technology (3 credits or evidence of proficiency), artistic expression (3 credits including music, art, drama, film, and media arts), and a language other than English (3 credits which may include American Sign Language). For Adolescence Education and Special Education, the following requirements also apply: mathematics (6 credits which may include statistics), science (6 credits which MUST include at least one laboratory science).
• Requirements for a 30 credit academic concentration or content area major as applicable 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, or Social Studies.
• Candidates must have 6 credits in the each of the following disciplines: English, Social Studies, Mathematics and Science (at least one laboratory science).
* Applicants with insufficient credit in the academic concentrations or majors not 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 liberal arts and/or approved academic concentrations or majors. Deficiencies may be completed at the undergraduate or graduate level. Content specialty deficiencies
Find Out More: