Marya Grande, Ellen Hamm, Corinne Kindzierski, Kimberly Leavitt-Noble, Christopher Lopata, Michele Marable, Marcus Thomeer
The Graduate Special Education programs place a strong emphasis on research, content 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 in-depth study of the needs of students with disabilities. There are four distinct tracts in the program that result in a Master of Science Degree in Special Education and New York State Certification for Students with Disabilities (SWD) at the Childhood (1-6) or Adolescence Level (9-12):
SPE1:
For those who are new to teaching and are seeking Certification in Childhood Education and Special Education (1-6 and SWD 1-6)
SPE7:
For those who are new to teaching and are seeking Certification in Adolescence Education and Special Education (7-12 and SWD 9-12)
SPM1:
For those who possess Certification in Childhood Education and are seeking Certification in Special Education (SWD 1-6)
SPM7:
For those who possess Certification in Adolescence Education and are seeking Certification in Special Education (SWD 9-12)
SPEA:
For those who possess Certification in Childhood Special Education and seek a Master of Science Degree in Special Education (MSED)
NOTE: All programs listed below include revisions that are pending New York State Education Department Approval.
SPE 1
Prerequisites: SPE1– Initial Certification-Childhood/ Special Education 48 credit hours
This program prepares candidates to gain Certification in both Childhood Education (Grades 1-6) and Special Education (SWD 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.
Course Requirements:
SPE 1:
Initial Program in Childhood/Special Education (no prior certifications)
The following courses are required of all candidates:
| The following courses are required of all candidates: | ||
| Course | Title | Credits |
| EDCH 502 | Foundations of Literacy Instruction | 3 |
| EDCH 509 | Teaching Literacy with Diverse Populations | 3 |
| EDCH 540 | Childhood Learning & Development | 3 |
| EDCH 546 | Multicultural Social Studies | 3 |
| SPE 541 | Inclusive Strategies | 3 |
| SPE 570 | Standards Based Assessment | 3 |
| SPE 580 | Classroom Management | 3 |
| SPE 585 | Differentiated Instruction Across the Standards | 3 |
| SPE 640 | Learning and Behavioral Disorders: Etiology and Research Based Interventions | 3 |
| SPE 622 | Adapting the Math, Science and Technology Curriculum in the Childhood Classroom | 3 |
| SPE 650 | Autism Spectrum and Severe Developmental Disorders | 3 |
| SPE 631 OR SPE 652 |
Writing Across the Content Areas for Students with LBD (25 hours field experience) Functional Curriculum and Assistive Technology for Students with Severe Developmental Disabilities and ASD (25 hours filed experience) |
3 3 |
| SPE 565 OR SPE 615 |
Research Methods in Special Education Reseach Methods |
3 3 |
| SPE 698 | Professional Seminar and Practicum (50 hours) | 3 |
| SPE 593 | Student Teaching: Special Education/ Childhood SPE-1 One Placement Childhood and One Placement Special Education |
6 |
| EDU 594 | Student Teaching Seminar | 0 |
| EDU 595 | Child Abuse Seminar | 0 |
| EDU 596 | Prevention of School Violence Seminar | 0 |
| Total Credit Hours | 48 | |
SPE 7
Prerequisites: SPE7– Initial Certification-Adolescence/Special Education 48 credit hours
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.
Course Requirements
SPE7:
Initial Program in Adolescence/Special Education (no prior certifications)
| The following courses are required of all cadidates: | ||
| Course | Title | Credits |
| EDAD 502 | Foundations of Literacy | 3 |
| EDAD 503 | Literacy in the Secondary School (25 hours field experience) | 3 |
| EDAD 555 | Human Growth and Development: Adolescence | 3 |
| EDAD 561-566 | EDAD 561, 562, 563, 564, 565 OR 566 Methods of Teaching Business, English, Mathematics, Modern Languages, Science or Social Studies | 3 |
| EDAD 536 | Differentiated Instruction for Diverse Learning | 3 |
| SPE 570 | Standards Based Assessment | 3 |
| SPE 580 | Classroom Management | 3 |
| SPE 585 | Differentiated Instruction Across the Standards | 3 |
| SPE 651 | Autism Spectrum and Severe Developmental Disorders | 3 |
| SPE 631 | Writing Across the Standards for Students with LBD (25 hours field experience) | 3 |
| OR | ||
| SPE 652 | Functional Curriculum and Assistive Technology for Students with Severe Developmental Disabilities and ASD (25 hours field experience) | 3 |
| SPE 649 | Transition Issues for Adolescents with Disabilities | 3 |
| SPE 565 | Research Methods in Special Education | 3 |
| OR | ||
| SPE 615 | Research Methods | 3 |
| SPE 698 | Professional Seminar and Practicum (50 hours field experience) | 3 |
| SPE 593 | Student Teaching: Special Education/Adolescence SPE 7 One placement Adolescence and one placement Special Education |
6 |
| SPE 594 | Student Teaching Seminar | 0 |
| EDU 595 | Child Abuse Seminar | 0 |
| EDU 596 | Prevention of School Violence Seminar | 0 |
| Total Credit Hours | 48 | |
SPM 1
Prerequisites: SPM1–Special Education -Childhood 33 credit hours
This program prepares candidates already holding a Childhood Certificate (Grades 1-6) to gain Certification in Special Education (SWD 1-6).
Course Requirements
SPM1:
Special Education Certification for those holding Childhood Certification
| The following courses are required of all candidates: | ||
| Course | Title | Credits |
| 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 640 | Learning and Behavioral Disorders: Etiology and Research Based Interventions | 3 |
| SPE 631 | Writing Across the Content Areas for Students with LBD (25 hours field experience) | 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 (25 hours field experience) | 3 |
| SPE 565 | Research Methods in Special Education | 3 |
| OR | ||
| SPE 615 | Research Methods | 3 |
| SPE Elective | Under Advisement | 3 |
| SPE 593 | Advanced Practicum: Special Education/Childhood SPM 1 One placement in Childhood Special Education |
3 |
| Total Credit Hours | 33 | |
SPM 7
Prerequisites: SPM7– Special Education - Adolescence 33 credit hours
This program prepares candidates already holding an Adolescence Certificate (Grades 7-12) to gain Certification in Special Education (SWD 7-12).
Course Requirements
SPM1:
Special Education Certification for those holding Adolescence Certification
| The following courses are required of all candidates: | ||
| Course | Title | Credits |
| 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 631 | Writing Across the Standards for Students with LBD (25 hours field experience) | 3 |
| SPE 651 | Autism Spectrum and Severe Developmental Disorders | 3 |
| SPE 652 | Functional Curriculum and Assistive Technology for Students with Severe Developmental Disabilities and ASD (25 hours field experience) | 3 |
| SPE 565 | Research Methods in Special Education | 3 |
| OR | ||
| SPE 615 | Research Methods | |
| SPE Elective | Under Advisement | 3 |
| SPE 593 | Advanced Practicum: Special Education Adolescence SPM 7 One placement in childhood Special Education |
3 |
| Total Credit Hours | 33 | |
SPE A
Prerequisites: SPMA– The Advanced Special Education Program 30 credit hours
This program is available for those who already certified in both Childhood and Special Education and provides in-depth study in research based techniques for students with disabilities.
Course Requirements
SPEA: Advanced Program in Childhood Special Education for those already holding Childhood and Special Education Certification
| The following courses are required of all candidates: | ||
| Course | Title | Credits |
| SPE 570 | 3 | |
| SPE 585 | 3 | |
| SPE 644 | 3 | |
| SPE 565 | 3 | |
| OR | ||
| SPE 615 | 3 | |
| SPE 639 | 3 | |
| SPE 653 | 3 | |
| SPE 649 | 3 | |
| SPE 650 | 3 | |
| Elective | 3 | |
| Elective | 3 | |
| Total Credit Hours | 30 | |
SPECIAL EDUCATION COURSES 2010-2012
SPE 541 Inclusive Strategies 3 credits
Provides an overview of inclusive education including foundations, seminal legislation and current trends. Addresses successful strategies to support students with disabilities in the general education classroom. Examines the empirical basis of methods utilized to meet the New York Learning Standards and emphasizes collaboration with families and professionals to meet the diverse needs of all learners.
SPE 565 Research Methods in Special Education 3 credits
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 is a course requirement.
SPE 570 Standards Based Assessment 3 credits
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 New York State standards including academic, management, social and physical abilities. Test modifications, IEP development and multicultural issues are highlighted.
SPE 580 Classroom Management 3 credits
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 credits
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 New York State Standards. Models of differentiated instruction are examined for research support and best-practice standards.
SPE 640 Learning and Behavioral Disorders (LBD): Etiology and Research Based Interventions 3 credits
Provides an in-depth analysis of the causes of LBD and the assessment procedures and interventions proven effective for students with LBD. 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 LBD is emphasized.
SPE 622 Adapting the Math, Science and Technology Curriculum in the Childhood Classroom 3 credits
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.
SPE 631 Writing Process Across the Content Areas for Students with LBD 3 credits
Addresses literacy development across the content areas. Emphasizes research based interventions and best practices to meet the NYSED 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 25 hours practicum experience.
SPE 639 Therapeutic Approaches for Disruptive Behavior 3 credits
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 644 Collaborative Practices on a Transdisciplinary Team 3 credits
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 educators, counseling, occupational and physical therapy, speech pathology, and hearing and vision services are synthesized to promote the successful team approach. Promoting parent involvement is emphasized.
SPE 650 Autism Spectrum and Severe Developmental Disorders: Analysis of Causes and Research Based Interventions 3 credits
Provides an overview of the comprehensive needs of students with Autism Spectrum and Severe 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.
SPE 652 Functional Curriculum for Students with Severe Disabilities and ASD 3 credits
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 25 hours practicum experience.
SPE 653 Behavior Management and Principles of Applied Behavioral Analysis 3 credits
Provides an overview of behaviorism including classical and operant conditioning. Focuses on the principles of ABA and their application in classroom and home environments. Addresses functional behavioral assessments, behavioral intervention, skill acquisition, and data management. Examines existing research on ABA principles and effective interventions for students with behavioral challenges.
SPE 649 Transition Issues for Adolescents with Disabilities 3 credits
Highlights research based interventions that incorporate New York 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 credits
Discusses current issues in Special Education and highlights research findings. Emphasizes application of research-based strategies in classrooms serving students with disabilities across the continuum of services. Requirements include 50 hours practicum experience.
SPE 593 Student Teaching: Special Education 3-6 credits
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 594 Student Teaching Seminar 0 credits
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 kills and professional ethics.
EDU 595 Child Abuse Seminar 0 credits
EDU 596 Prevention of School Violence Seminar 0 credits