Assistant Professor Hernandez, Graduate Program Director, 516-463-5968
The MSEd in Special Education Early Childhood Intervention (Birth-Grade 2) is a 45 s.h. program that integrates the requirements of two already existing degree programs: the MSEd in early childhood special education and the advanced certificate in applied behavior analysis .
This program consists of core courses in early childhood special education, including a student teaching experience as well as research-based courses in applied behavior analysis. This program provides students with the knowledge, skills and values needed to work effectively as early interventionists with children, birth through age 5, and their families, and to serve as early childhood special educators with children through the second grade level across the full range of disabilities (mild, moderate, severe and multiple). This program builds upon general education and all students must have prerequisite preparation in early childhood and/or childhood education.
Students in this program will specialize in applied behavior analysis and its use with young children with disabilities. Areas of focus include: data collection and analysis, behavioral intervention in the classroom, and ways to promote generalization. Ethical concerns with regard to behavior change will be addressed throughout the program.
A universal theme woven into the fabric of the program is a belief in inclusive education for young children with disabilities. Specific principles are addressed throughout the course of study, including the principles of universal design and technology as a means of ensuring access and participation and progress for all learners. In addition, the development of culturally responsive teaching, the ability to build collaborative partnerships with parents, and related service providers and develop skills necessary to provide assessment and diagnosis are all key components of this program. Finally, the ability to provide positive behavioral supports for young children with behavioral disabilities is another essential focus.
This program reflects a field-integrated approach which consists of a minimum of 100 clock hours of field work prior to student teaching with site-based courses as a key component of the program.
This program leads to New York state initial/professional certification in students with disabilities at the early childhood level. This program also fulfills the education requirement for the Board Certified Behavior Analyst (BCBA) certification for the Behavior Analyst Certification Board (BACB).