Associate Professor Giuliani, Graduate Program Director, (516) 463-5143, George.A.Giuliani@hofstra.edu
For students with no formal course work or teaching experience in childhood, or childhood special education: 49 s.h. program. The pre-service graduate program in inclusive elementary special education is designed to prepare professionals in the education of children with diverse learning needs in a variety of elementary education classroom settings. The program goal is to develop ethical scholar-practitioners who will be committed to social justice and dedicated to reflective, participatory and collaborative teaching processes. The purpose of the inclusive childhood special education program is to enable teachers to serve in a variety of professional roles at the elementary school level which will foster inclusive and collaborative practice.
This dual graduate pre-service program leads to the New York state initial certificate to teach at the childhood level (Grades 1 through 6), and the New York state initial/professional certificate to teach special education at the childhood developmental level (Grades 1 through 6). Hofstra’s master of science teacher education program in inclusive elementary special education conforms to the standards and guidelines of the Council for Exceptional Children.
Students may apply through the Office of Graduate Admissions. Admission to the M.S. in Education program in Inclusive Elementary Special Education program in the department of counseling, research, special education, and rehabilitation is based on a comprehensive review of multiple criteria, including the following:
- Bachelor’s degree from an accredited college or university with a liberal arts and sciences concentration.
- A completed application form to the master’s program
- 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 Requirements
In order to ensure that prospective teachers have a broad education in the liberal arts and sciences, all students must have completed undergraduate course work from each of the content areas below.
1. Artistic Expression/Humanities, 3 s.h.
2. Communication, 3 s.h.
3. Information Retrieval, (0-3 s.h.; can be satisfied with passing score on exam)
4. Historical and Social Science Concepts, 3 s.h.
5. Language other than English, (0-3 s.h.; depending on placement)
6. Scientific Processes, 3 s.h.
7. Mathematical Processes, 3 s.h.
8. Written Analysis and Expression, 6 s.h.
Please note that programs may have general education requirements that exceed the minimum registered with the state. Degrees will not be conferred unless all general education core deficiencies have been met.
Program Requirements - Total Semester Hours: 49
Note: to qualify for the New York State Annotation for Teaching Students with Severe or Multiple Disabilities, students must complete SPED 248: Education of Students with Autism Spectrum Disorders or SPED 249: Understanding Physical, Health and Sensory Disabilities. Students will also be required to complete an additional field experience (SPED 238) for a minimum of 50 hours and complete the content specialty test in severe or multiple disabilities. In order to receive the annotation, students must be matriculated in this program.
A maximum of 12 s.h. of graduate course work leading to the master of science in education degree may be completed prior to matriculation in the program.
Students 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
ELED 213 and 214 are highly recommended for students who have not completed 3
s.h. in the study of child development. ELED 213 or 214 should be taken during
Phase I of this program.
Choose Under Advisement From - Semester Hours: 3
Foundations of Education, (Select from the following or alternative with advisement),
Phase II - Semester Hours: 12
Phase III - Semester Hours: 19
Choose Under Advisement From - Semester Hours: 3
Literacy Development, (Select at least one from the following with advisement),
Reflective Practice - Semester Hours: 9
Field Experiences Before Student Teaching
Prospective teachers in the inclusive elementary special education program complete a minimum of 120 clock hours as participant observers in designated schools prior to student teaching. At least one placement will be spent in a site recognized by the New York State Education Department as high-needs. Field experiences in both grades 1 through 3, and 4 through 6, are integrated extensively into course curricula. Placements are arranged by the Office of Field Placement and the Special Education program director.
Students will qualify for admission to Student Teaching SPED 219G-219S, (219C) when they have satisfied the following requirements:
- Successful completion of 37 semester hours of core course work, including all courses from Phase I and II;
- A grade point average of 3.0 or higher in overall graduate course work and all special education core courses.
Admission by permission of the graduate program director. Applications 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.
- Completion of General Education Core.
- Completion of 49 s.h. with no fewer than 40 s.h. in residence.
- A minimum grade point average 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.
Upon successful completion of a school-based program, students will be eligible to apply for the University’s recommendation for New York state certification. The state requires applicants 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). The state will not issue certification to individuals not receiving passing scores on all New York examinations. In addition to pedagogical studies, the Commissioner’s Regulations require that all school-based programs provide students with instruction for the purpose of identification of child abuse and maltreatment; fire and arson prevention; prevention of alcohol, tobacco, and drug abuse; School Violence Prevention and Intervention (SAVE); and highway and school safety/prevention of child abduction. No degrees will be conferred without the completion of all of these requirements. Please contact the Office of Certification and Educational Support Services for information regarding fingerprinting, examinations and seminars.