Special Education (Birth-Grade 2), M.S.Ed. in Inclusive Early Childhood

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Associate Professor Schwartz, Graduate Program Director, (516) 463-5778, Diane.C.Schwartz@hofstra.edu

For students with no formal course work or teaching experience in early childhood, or early childhood special education; 48-51 s.h. program. This Inclusive Early Childhood Special Education program builds upon general education and all students must have the co-requisite preparation in Early Childhood Education so as to gain the necessary knowledge, skills, and values to implement effective inclusive practice guided by developmentally and individually appropriate curriculum. Child development, both typical and atypical, formal and informal assessment, researchbased methodologies and instruction and collaboration among stakeholders are the major foci of the program. The program reflects a field-integrated approach that consists of a minimum of 120 clock hours of field work prior to student teaching. Field experiences are linked to each of the courses that comprise the professional core and include participant observation and field-related projects at a variety of early childhood settings including high-needs school districts. Students attend parent and professional meetings, as well as work individually with students with disabilities. Implementation of effective inclusive practice which provides young children and their families full and successful access to educational and other support services will be emphasized.

This dual graduate pre-service program leads toward the New York State Initial Certification to teach Early Childhood (Birth-grade 2), and the New York State Initial/Professional Certificate to teach Special Education at the Early Childhood developmental level (Birth-grade 2). Students can matriculate and complete additional requirements in order to receive the New York State Annotation to Teach Students With Severe or Multiple Disabilities. Hofstra’s Master of Science Teacher Education Program in Inclusive Early Childhood Special Education conforms to the standards and guidelines of the National Association for the Education of Young Children and the Division for Early Childhood of the Council for Exceptional Children.

Admission Requirements

A completed application form to the master’s program.
A bachelor’s degree with a minimum grade point average of 3.0.
Three letters of recommendation addressing the applicant’s potential to succeed in the teaching of students with disabilities.
A written personal statement of professional intent.
Interview with a faculty member in Special Education.

The Department understands that any single criterion may not reliably predict a candidate’s potential for success in a graduate program. Consequently, candidates are welcome to apply if they do not meet one of the criteria but feel that other aspects of their experience may compensate.

General Education Core

See the General Education Core Requirements within the School of Education and Allied Human.

Program Requirements - Total Semester Hours: 48 to 51

A maximum of 12 s.h. of graduate course work leading to the M.S. in Education in Inclusive Early Childhood Special Education degree may be completed prior to matriculation in the program.

Student must maintain a cumulative grade point average of 3.0 in order to remain in the program. Courses in which students receive grades below C- confer no credit toward the graduate degree but are included in determining grade point average.

Phase I - Semester Hours: 9

Foundations of Education, 3 s.h. (Select one from the following or alternative with approval of adviser.)

ELED 243 - Multicultural Perspectives on Early Childhood Development Semester Hours: 3
FDED 200 - Philosophy of Education Semester Hours: 3
FDED 211 - The School and Society Semester Hours: 3
FDED 240 - Urban Education Semester Hours: 3
FDED 248 - Multicultural Education in the Metropolitan Area Semester Hours: 3
FDED 252 - Ethics for Educators Semester Hours: 3
SPED 207 - Introduction to Young Children With Disabilities Semester Hours: 3

Field Experience Before Student Teaching

Prospective teachers in the Inclusive Early Childhood Special Education program complete a minimum of 120 clock hours as participant observers in designated schools prior to student teaching. At least one placement in a prekindergarten or kindergarten (ELED 243) and one placement in an inclusive/special education Birth-3 setting (SPED 207) will be spent in a site recognized by the New York State State Education Department as high-needs. Field experiences are integrated extensively into course curricula. Placements are arranged by the Office of Field Placement and the Special Education program coordinator.

Student Teaching

Students will qualify for admission to Student Teaching, SPED 219G-219S, when they have satisfied the following requirements:

Successful completion of 36 s.h. of core course work, including all courses in phases I and II
A grade point average of 3.0 or higher in overall graduate course work.

Admission by permission of the graduate program director and application to the Office of Field Placement and the Department of Counseling, Research, Special Education, and Rehabilitation are due on October 1 for the spring semester and March 1 for the fall semester. Application forms are available in room 118 Hagedorn Hall.

Graduation Requirements

Completion of 48-51 semester hours with no fewer than 42 s.h. in residence.
A minimum GPA of 3.0 in overall graduate course work and all special education core courses.
Passing grade on the comprehensive examination.
All course work taken in satisfaction of the degree requirements must have been completed within a five-year period.
Completion of General Education Core.

Teacher Certification

Upon successful completion of a teacher education program, students will be eligible to apply for the University’s recommendation for New York state certification. Students are required to have passing scores on each of the New York State Teacher Certification Examinations (NYSTCE): the Liberal Arts and Sciences Test (LAST), the Assessment of Teaching Skills-Written (ATS-W), and the appropriate Content Specialty Tests (CSTs). Students not receiving passing scores on all New York state required examinations will not be eligible for certification. In addition to fulfilling educational requirements, the New York State Education Department requires that all prospective teachers being recommended for teacher education programs receive instruction for the purpose of preventing child abuse, maltreatment and child abduction and preventing alcohol, tobacco and other drug abuse. In addition, a seminar on SAVE legislation, and a seminar on safety education and fire and arson prevention are required in accordance with the Education Laws. No student is recommended for certification without the completion of all of these requirements. Please contact the Advisement and Certification Office for information regarding the fingerprinting requirement and any other specific requirements regarding certification.

Footnotes

*For students seeking New York State Annotation to Teach Students with Severe or Multiple Disabilities. Students must be matriculated in this program.

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