Special Education
Marya Grande, Ellen M. Hamm, Kimberly Leavitt, Michele Marable, Corinne Morris
The Graduate Special Education programs place a strong emphasis on content, research and applied practice as a means to produce highly qualified educational professionals. Courses in the graduate program provide a thorough analysis of research-based interventions and their application in the classroom. The program is designed to meet the needs of those seeking initial as well as advanced certification in Childhood or Adolescence Special Education.
NOTE: All programs listed below include revisions that are pending New York State Education Department Approval.
Initial Certification Programs in either childhood/special education or adolescence special education are available for those who are new to teaching.
Initial Certification-
Childhood/Special Education
This program prepares candidates to gain certification in both childhood education (Grades 1-6) and special education (1-6). Candidates must provide evidence of successful completion of six hours of college-level credit in each of the following:
| English | Mathematics |
| Natural Science | Social Science |
All candidates will also need as a prerequisite, one semester of study of a language other than English at the college or university level or its equivalent.
Initial Certification –
Adolescence/Special Education
This program prepares candidates to gain certification in both adolescence education (Grades 7-12) and special education (7-12). Candidates should possess a bachelor’s degree with a major, or its equivalent of a minimum of 36 credit hours in one of the following academic disciplines: English, mathematics, social studies, business, chemistry, biology, physics, French, Spanish or German. All candidates will also need as a prerequisite, one semester of study of a language other than English at the college or university level or its equivalent.
Special Education Certification Programs in either special education-childhood or special education-adolescence are available for those who already hold a teaching certificate at either the childhood or adolescence levels.
Special Education – Childhood
This program prepares candidates already holding a childhood certificate (Grades 1-6) to gain certification in special education (1-6).
Special Education – Adolescence
This program prepares candidates already holding an adolescence certificate (Grades 7-12) to gain certification in special education (7-12).
The Advanced Special Education Program is available for those who already certified in both childhood and special education and wish to specialize further in either Learning and Behavioral Disorders OR Developmental Disabilities/Autism Spectrum Disorders.
Initial Program in Childhood/Special Education
(no prior certifications)
The following courses are required of all candidates:
| EDCH 502 | Foundations of Literacy Instruction | 3 | ||
| EDCH 540 | Childhood Learning & Development | 3 | ||
| EDCH 543 | Math Instruction: Elementary | 3 | ||
| EDCH 545 | Science Instruction | 3 | ||
| OR | ||||
| EDCH 546 | Multicultural Social Studies | 3 | ||
| SPE 560 | Psychological and Educational Implications of Disability |
3 | ||
| SPE 570 | Standards Based Assessment | 3 | ||
| SPE 580 | Classroom Management | 3 | ||
| SPE 585 | Differentiated Instruction Across the Standards | 3 | ||
| SPE 644 | Collaborative Practices on a Transdisciplinary Team | 3 | ||
| SPE 620 | Mild Disabilities: Etiology and Research Based Interventions |
3 | ||
| SPE 622 | Adapting the Math, Science and Technology Curriculum in the Childhood Classroom* |
3 | ||
| OR | ||||
| SPE 634 | Adapting the Social Studies Curriculum in the Childhood Classroom* |
3 | ||
| SPE 631 | Reading and Writing Process for Students with Emotional Disabilities* | 3 | ||
| SPE 639 | Therapeutic Approaches for Disruptive Behavior | 3 | ||
| OR | ||||
| SPE 649 | Transition Issues for Students with Disabilities | 3 | ||
| OR | ||||
| SPE 653 | Behavior Management & Principles of Applied Behavior Analysis |
3 | ||
| SPE 630 | Emotional and Behavior Disorders: Etiology and Research-Based Interventions | 3 | ||
| SPE 650 | Autism Spectrum and Severe Developmental Disorders | 3 | ||
| SPE 652 | Functional Curriculum and Assistive Technology for Students with Severe Developmental Disabilities and ASD* |
3 | ||
| SPE 565 | Research Methods in Special Education | 3 | ||
| OR | ||||
| SPE 615 | Research Methods | 3 | ||
| SPE 698 | Professional Seminar and Practicum** | 3 | ||
| SPE 699A | Student Teaching: Special Education/Childhood | 12 | ||
| SPE 699B | Student Teaching Seminar | 0 | ||
| EDU 574 | Child Abuse Seminar | 0 | ||
| EDU 575 | Prevention of School Violence Seminar | 0 |
Initial Program in Adolescence/Special
Education (no prior certifications)
The following courses are required of all candidates:
| EDAD 502 | Foundations of Literacy | 3 | ||
| EDAD 51 | Teaching Strategies: Secondary | 3 | ||
| EDAD 555 | Human Growth and Development: Adolescence. |
3 | ||
| EDAD 561, 562, 563, 564, 565 OR 566 Methods of Teaching Business, English, Mathematics, Modern Languages, Science or Social Studies |
3 | |||
| SPE 560 | Psychological and Educational Implications of Disability |
3 | ||
| SPE 570 | Standards Based Assessment | 3 | ||
| SPE 580 | Classroom Management | 3 | ||
| SPE 585 | Differentiated Instruction Across the Standards | 3 | ||
| SPE 644 | Collaborative Practices on a Transdisciplinary Team | 3 | ||
| SPE 620 | Mild Disabilities: Etiology and Research Based Interventions |
3 | ||
| SPE 612 | Adapting the Math, Science and Technology Curriculum in the Adolescence Classroom* |
3 | ||
| OR | ||||
| SPE 614 | Adapting the Social Studies Curriculum in the Childhood Classroom* |
3 | ||
| SPE 631 | Reading and Writing Process for Students with Emotional Disabilities* | 3 | ||
| SPE 639 | Therapeutic Approaches for Disruptive Behavior | 3 | ||
| OR | ||||
| SPE 649 | Transition Issues for Students with Disabilities | 3 | ||
| OR | ||||
| SPE 653 | Behavior Management & Principles of Applied Behavior Analysis |
3 | ||
| SPE 630 | Emotional and Behavior Disorders: Etiology and Research-Based Interventions |
3 | ||
| SPE 650 | Autism Spectrum and Severe Developmental Disorders | 3 | ||
| SPE 652 | Functional Curriculum and Assistive Technology for Students with Severe Developmental Disabilities and ASD* |
3 | ||
| SPE 565 | Research Methods in Special Education | 3 | ||
| OR | ||||
| SPE 615 | Research Methods | 3 | ||
| SPE 698 | Professional Seminar and Practicum** | 3 | ||
| SPE 699A | Student Teaching: Special Education/Childhood | 12 | ||
| SPE 699B | Student Teaching Seminar | 0 | ||
| EDU 574 | Child Abuse Seminar | 0 | ||
| EDU 575 | Prevention of School Violence Seminar | 0 |
Special Education Certification for those already holding Childhood certification
The following courses are required of all candidates:
| SPE 560 | Psychological and Educational Implications of Disability |
3 | ||
| SPE 570 | Standards Based Assessment | 3 | ||
| SPE 580 | Classroom Management | 3 | ||
| SPE 585 | Differentiated Instruction Across the Standards | 3 | ||
| SPE 644 | Collaborative Practices on a Transdisciplinary Team | 3 | ||
| SPE 620 | Mild Disabilities: Etiology and Research Based Interventions |
3 | ||
| SPE 622 | Adapting the Math, Science and Technology Curriculum in the Childhood Classroom* |
3 | ||
| OR | ||||
| SPE 634 | Adapting the Social Studies Curriculum in the Childhood Classroom* |
3 | ||
| SPE 631 | Reading and Writing Process for Students with Emotional Disabilities* | 3 | ||
| SPE 639 | Therapeutic Approaches for Disruptive Behavior | 3 | ||
| OR | ||||
| SPE 649 | Transition Issues for Students with Disabilities | 3 | ||
| OR | ||||
| SPE 653 | Behavior Management & Principles of Applied Behavior Analysis |
3 | ||
| SPE 630 | Emotional and Behavior Disorders: Etiology and Research-Based Interventions | 3 | ||
| SPE 650 | Autism Spectrum and Severe Developmental Disorders | 3 | ||
| SPE 652 | Functional Curriculum and Assistive Technology for Students with Severe Developmental Disabilities and ASD* |
3 | ||
| SPE 565 | Research Methods in Special Education | 3 | ||
| OR | ||||
| SPE 698 | Professional Seminar and Practicum** | 3 | ||
| SPE 699A | Student Teaching: Special Education/Childhood | 12 |
Special Education Certification for those already holding Adolescence certification
The following courses are required of all candidates:
| SPE 560 | Psychological and Educational Implications of Disability |
3 | ||
| SPE 570 | Standards Based Assessment | 3 | ||
| SPE 580 | Classroom Management | 3 | ||
| SPE 585 | Differentiated Instruction Across the Standards | 3 | ||
| SPE 644 | Collaborative Practices on a Transdisciplinary Team | 3 | ||
| SPE 620 | Mild Disabilities: Etiology and Research Based Interventions |
3 | ||
| SPE 612 | Adapting the Math, Science and Technology Curriculum in the Adolescence Classroom* |
3 | ||
| OR | ||||
| SPE 614 | Adapting the Social Studies Curriculum in the Childhood Classroom* |
3 | ||
| SPE 631 | Reading and Writing Process for Students with Emotional Disabilities* | 3 | ||
| SPE 639 | Therapeutic Approaches for Disruptive Behavior | 3 | ||
| OR | ||||
| SPE 649 | Transition Issues for Students with Disabilities | 3 | ||
| OR | ||||
| SPE 653 | Behavior Management & Principles of Applied Behavior Analysis |
3 | ||
| SPE 630 | Emotional and Behavior Disorders: Etiology and Research-Based Interventions |
3 | ||
| SPE 650 | Autism Spectrum and Severe Developmental Disorders | 3 | ||
| SPE 652 | Functional Curriculum and Assistive Technology for Students with Severe Developmental Disabilities and ASD* |
3 | ||
| SPE 565 | Research Methods in Special Education | 3 | ||
| OR | ||||
| SPE 615 | Research Methods | 3 | ||
| SPE 698 | Professional Seminar and Practicum** | 3 | ||
| SPE 699A | Student Teaching: Special Education/Childhood | 12 |
Advanced Program in Childhood Special Education for those already holding childhood and special education certification
The following courses are required of all candidates:
| SPE 570 | Standards Based Assessment | 3 | ||
| SPE 580 | Classroom Management | 3 | ||
| SPE 585 | Differentiated Instruction Across the Standards | 3 | ||
| SPE 644 | Collaborative Practices on a Transdisciplinary Team | 3 | ||
| SPE 565 | Research Methods in Special Education | 3 | ||
| OR | ||||
| SPE 615 | Research Methods | 3 |
Concentration I: Learning and Behavioral Disorders
| SPE 620 | Mild Disabilities: Etiology and Research Based Interventions |
3 | ||
| SPE 622 | Adapting the Math, Science and Technology Curriculum in the Childhood Classroom* |
3 | ||
| SPE 634 | Adapting the Social Studies Curriculum in the Childhood Classroom* |
3 | ||
| SPE 631 | Reading and Writing Process for Students with Emotional Disabilities* | 3 | ||
| SPE 639 | Therapeutic Approaches for Disruptive Behavior | 3 | ||
| SPE 653 | Behavior Management and Principles of Applied Behavioral Analysis |
3 | ||
| OR | ||||
| SPE 649 | Transition Issues for Students with Disabilities | 3 |
Concentration II: Developmental Disabilities/Autism Spectrum Disorders
| SPE 622 | Adapting the Math, Science and Technology Curriculum in the Childhood Classroom* |
3 | ||
| OR | ||||
| SPE 634 | Adapting the Social Studies Curriculum in the Childhood Classroom* |
3 | ||
| OR | ||||
| SPE 631 | Reading and Writing Process for Students with Emotional Disabilities* | 3 | ||
| SPE 649 | Transition Issues for Students with Disabilities | 3 | ||
| SPE 650 | Autism Spectrum Disorders: Analysis of Causes and Research Based Interventions | 3 | ||
| SPE 651 | Communication & Social Development of Students with Autism Spectrum Disorders | 3 | ||
| SPE 652 | Functional Curriculum for Students with Severe Disabilities and ASD* | 3 | ||
| SPE 653 | Behavior Management and Principles of Applied Behavioral Analysi |
3 |
* Each course so designated includes 20 hours of field experience.
**SPE 698 includes 50 hours of field experience for candidates in the initial certification programs including whole-class instruction in the regular education classroom.
SPE 698 includes 25 hours of field experience for those already holding one certification.
Required Certification Exams for Certification (NYSTCE):
LAST: Liberal Arts and Science Test
ATS-W: Assessment of Teaching Skills-Written Elementary OR Secondary
CST: Content Specialty Test (Multi-Subject for Elementary OR Content Area for Secondary) PLUS Students with Disabilities
Other Certification Requirement:
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COURSES 2008-2010
SPE 560 Psychological and Educational Implications of Disability 3
Provides an overview of Special Education including legal, social and historical foundations. Definitions, causes, psychological and behavioral characteristics of disabilities outlined in the Individuals with Disabilities Education Act are addressed. Emphasis is placed on empirical data relating to assessmentprocedures, multicultural issues, family involvement, employment opportunities, and the referral process.
SPE 565 Research Methods in Special Education 3
Addresses research designs including qualitative and quantitative methodologies. Emphasizes issues of sampling, measurement, reliability, validity and the ethics of human subjects. Provides a critical analysis of research addressing the implications of disabilities. Development of a scholarly research proposal serves as the framework for subsequent data collection throughout the concentration courses.
SPE 570 Standards Based Assessment 3
Addresses the empirical basis of test construction and assessment including standardized tests, curriculum based assessment, criterion-referenced assessment, and alternative methods of evaluation.
Monitoring student performance as it relates to NYS standards including academic, management, social, and physical abilities. Test modifications, IEP development, and multicultural issues will be highlighted.
SPE 580 Classroom Management 3
Provides an overview of classroom interventions supported by research. Managing group and individual behavior and promoting positive social skills are addressed. The importance of a multidisciplinary team approach to school-home collaboration, functional behavioral assessments, and behavioral intervention plans is highlighted. Systematic data collection procedures to determine intervention effectiveness are emphasized.
SPE 585 Differentiated Instruction Across the Standards 3
Focuses on methods of instruction appropriate for students of differing abilities. Curricular adaptations are highlighted along with methods of instructional enrichment and remediation. Examines techniques that maximize student performance across content areas as addressed by the NY Standards. Models of differentiated instruction are examined for research support and best-practice standards.
SPE 590 Effective Family Collaboration 3
Addresses issues central to successful work between schools and parents. Legal issues, effective communication, family systems theory, facilitation of parent meetings, and solution-focused models of intervention are addressed. Multicultural issues, sibling issues, community resources, and general education involvement are emphasized. Research-based intervention techniques and models of communication will be emphasized.
SPE 620 Mild Disabilities: Etiology and Research Based Interventions 3
Provides an in-depth analysis of the causes, assessment procedures,and interventions proven effective for students with mild disabilities. Addresses the referral process, IEP development, assistive technology, the continuum of services and collaboration. A comprehensive review of the literature on current trends and controversial issues facing students with mild disabilities is emphasized.
SPE 622 Adapting the Math, Science and Technology Curriculum in the Childhood Classroom 3
Utilizes the MST Standards as a framework to provide remedial and adaptive strategies to insure success for students with mild disabilities. Features curricular adaptations, test modifications, and models of support in the inclusive classroom. Emphasizes research supported strategies and methods to facilitate maximum student achievement. Requirements include practicum experience and active participation in research.
SPE 630 Emotional and Behavioral Disorders: Etiology and Research Based Interventions 3
Provides an in-depth analysis of the causes, assessment procedures, and interventions proven effective for students with emotional and behavioral disorders. Focuses on classroom structure, family collaboration, assistive technology, and teacher efficacy. A comprehensive review of the literature on trends and issues facing students with emotional and behavioral disorders is emphasized. Requirements include practicum experience and participation in research.
SPE 631 Reading and Writing Process for Students with Emotional Disabilities 3
Addresses literacy development across the content areas. Emphasizes research based interventions and best practices to meet te ELA Standards. An integrated approach analyzes assessment techniques, instructional models, and scoring techniques for all levels of readers and writers. Includes a thorough analysis of research to identify methods that maximize student achievement. Requirements include practicum experience and participation in research.
SPE 634 Adapting the Social Studies Curriculum in the Childhood Classroom 3
Utilizes the SOC Standards as a framework to modify and adapt curriculum and instructional approaches to maximize achievement for students with mild disabilities. Empirically based strategies for group and individual assignments, homework, and unit planning are addressed. Test modifications, higher order thinking skills, and document based questioning techniques are emphasized. Requirements include practicum experience and participation in research.
SPE 639 Therapeutic Approaches for Disruptive Behavior 3
Addresses the complex issues surrounding troublesome behavior and provides a variety of techniques grounded in research. Examines models and management strategies integrating the array of methodologies to illustrate best practice standards. A comparison of theoretical models and a detailed analysis of the research promotes best practices and collaboration with families.
SPE 640 Severe Developmental Disabilities: Analysis of Causes and Research Based Interventions 3
Provides overview of the comprehensive needs of students with severe developmental disabilities. Addresses etiology, myths, assessment, interventions, program models, and legal issues. Focuses on research based interventions, including family collaboration and assistive technology. Examines adaptive behavior issues in school, independent living, employment, community involvement, and activities of daily living. Requirements include practicum experience and participation in research.
SPE 641 Assistive Technology for Students with Severe Developmental Disabilities 3
Investigates high-tech and low-tech devices that maximize student independence and achievement. Utilizes present levels of educational performance and curricular modifications to identify potential support to offer to students with severe disabilities in the home, school, and community settings. Emphasis will be placed on strategies supported by empirical evidence. Requirements include practicum experience and participation in research.
SPE 644 Collaborative Practices on a Transdisciplinary Team 3
Investigates systems of collaboration supported by empirical evidence. Investigates the referral process, IEP development, behavioral intervention plans, and support in general education. Best practices for general and special education, counseling, occupational and physical therapy, speech pathology, and hearing and vision services are synthesized to promote the successful team approach.
SPE 650 Autism Spectrum Disorders: Analysis of Causes and Research Based Interventions 3
Provides an overview of the comprehensive needs of students with Autism and Pervasive Developmental Disabilities. Addresses etiology, myths, assessment, treatment, research-based interventions, program models, and legal issues. Focuses on clinical implications for classroom and home environments, including family collaboration and the use of assistive technology. Requirements include practicum experience and participation in research.
SPE 651 Communication and Social Development of Students with Autism Spectrum Disorders 3
Analyzes the domains of language functioning including receptive, expressive, articulation, pragmatics, and written comprehension. Typical and atypical language development are addressed with emphasis on research based intervention strategies. Generalization of social skills across contexts is highlighted with attention on cultural diversity, interpersonal awareness, and home-school communication. Requirements include practicum experience and participation in research.
SPE 652 Functional Curriculum for Students with Severe Disabilities and ASD 3
Provides an overview of New York State learning standards for students with severe disabilities. Emphasizes differentiated instruction, accommodations and modifications, assistive technology and assessment utilizing alternative performance indicators. Emphasizes research-based approaches to functional academics, adaptive behavior and life skills, social development, communication, leisure/recreation, employment, community-based instruction, and classroom management. Requirements include practicum experience and participation in research.
SPE 649 Transition Issues for Adolescents with Disabilities 3
Highlights research based interventions that incorporate NY State Part 200 Regulations on transition. Addresses level-one assessment, transition IEP, family and community involvement, and outcome-based instruction. Fostering self-advocacy among students with disabilities and person-centered planning are emphasized. Service options available in education, employment, community, and adult living are explored.
SPE 698 Professional Seminar and Practicum 3
Discusses current issues in special education and highlights research findings. Includes two components: research project and practicum experience. All candidates complete the culminating research project and present findings for peer review. Those who seek certification must also complete classroom practica in addition to the research project.
SPE 699A Student Teaching: Special Education 6-12
Includes one placement in classrooms serving students with disabilities and one placement in classrooms serving students without disabilities if appropriate. Placements are appropriate with the level of certification and include high-needs schools or schools serving socio-economically disadvantaged students.
SPE 699B Student Teaching Seminar 0
Student Teaching Seminar enhances the student teaching experience through opportunities to foster professional growth and guided reflection
on teaching as a profession. The course assists student teachers in transition to careers in teaching and focuses on topics such as building relationships with children, the art of teaching, classroom management, interviewing skills and professional ethics.
EDU 574 Child Abuse Seminar 0
EDU 575 Prevention of School Violence Seminar 0