Nov 17, 2017
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.
- 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 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: 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.)
Phase II - Semester Hours: 15
Phase III - Semester Hours: 15
Reflective Practice - Semester Hours: 9
Field Experience Before Student Teaching
Participation/observation field experiences, which correspond to the developmental level of the certificate holder, are required in each of the following courses:
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
- 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.
*For students seeking New York State Annotation to Teach Students with Severe
or Multiple Disabilities. Students must be matriculated in this program.