Admission Requirements

Applications for admission to this Master of Science in Education program in the Department of Specialized Programs in Education  are made to the Office of Graduate Admission. Admissions decisions are based on a comprehensive review of multiple criteria.  The department understands that any single criterion may not reliably predict a student’s potential for success in the program. Students may consider applying even if they fail to meet one of the criteria listed below but feel that other aspects of their experience might compensate. All individual cases will be reviewed by an Admissions Counselor before being referred to the graduate program for further review.

1. A completed application form for the master’s program.
2. *A baccalaureate degree from an accredited college or university with a major, concentration, or the equivalent, in one or more of the liberal arts and sciences. Coursework must include at least 3 credits in the following: Math, Science, History/Social Science, English, and World language with a grade of C or above.
3. We encourage you to submit all transcripts from your undergraduate work and any graduate work for consideration.
4. Three letters of recommendation addressing the applicant’s potential to succeed in the teaching of students with disabilities.
5. A written personal statement of professional intent.
6. Interview with a faculty member in Special Education.
7. Completion of General Education Core prerequisites with a 2.75 GPA and no grade lower than a C (see below).

* Candidates with a Bachelor of Science degree or international degree will need sequential study in a liberal arts subject or interdisciplinary field of at least 30 semester hours that provides knowledge of breadth and depth in that subject or interdisciplinary field as well as the following:

• Concepts in History/Social Science (3 s.h.)
• World Language (3 sh)
• Scientific Processes (3 s.h.)
• Mathematical Processes (3 s.h.)
• Literature, Analysis, and Written Expression (6 s.h.)

Acceptable courses must have a grade of C or above.

Program Requirements - Total Semester Hours: 48

A maximum of 12 s.h. of graduate coursework leading to the MSEd in Inclusive Early Childhood Special 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 the grade point average.

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:

• ELED 202 - Teaching Reading, Writing, and Language Arts: Birth-Grade 3 Semester Hours: 3

• 15 clock hours as participants and observers in a classroom setting.

• ELED 216 - Early Childhood Curriculum Semester Hours: 3

• 15 clock hours of participant observation in PreK-K setting

• ELED 217 - Developing and Evaluating Innovations in Early Childhood Curriculum Semester Hours: 3

• 15 clock hours of participant observation in grades 1 and 2

• SPED 207 - Introduction to Young Children With Disabilities Semester Hours: 3

• 20 clock hours of site visitation including a high-needs district

• SPED 208 - Educational Intervention for Young Children With Disabilities Semester Hours: 3

• 15 clock hours to implement a cognitive curriculum for young children with disabilities

• SPED 209 - Early Intervention: Infant Stimulation Semester Hours: 3

• 10 clock hours to implement HELP curriculum for infants and toddlers with disabilities

• SPED 226 - Early Intervention and Related Services in Early Childhood Special Education Semester Hours: 3

• 10 clock hours to observe PT/OT/speech pathology intervention for young children

• SPED 211 - Knowledge and Strategies for Teaching Students with Cognitive Disabilities, Grades 1-6 Semester Hours: 3

• Students are required to complete 10 hours of visitations. Students pursuing certification in Early Childhood Special Education must complete their field experience in grades 1 or 2 as coordinated by the School of Education Field Placement Office.

• SPED 248 - Education of Students With Autism Spectrum Disorders Semester Hours: 3

• 20 clock hours of participation observation in school settings for children with autism

• SPED 241 - Identification and Interventions for Children with Emotional/Behavioral Disorders, Grades 1-6 Semester Hours: 3

• A minimum of 10 hours of field experience is required. Students pursuing certification in Early Childhood Special Education must complete their field experience in grades 1 or 2 as coordinated by the School of Education Field Placement Office.

• SPED 277 - Technology and Assistive Technology in Special Education Semester Hours: 3

• 15 clock hours in a local facility where assistive technology is prominently used by students with disabilities in grades 1 or 2.

• LYST 216 - Literacy Learning at Home and in School: Social Contexts of Young Children Learning to Read and Write Semester Hours: 3

• 10-hour field experience is required.

Student Teaching

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

1. Successful completion of 39 s.h. of core course work, including all courses in phases I and II.
2. 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 Specialized Programs in Education , due on May 1 for the succeeding spring semester and February 15 for the succeeding fall semester. 

Graduation Requirements

1. Completion of 48 semester hours with no fewer than 36 s.h. in-residence.
2. A minimum GPA of 3.0 in overall graduate course work and all special education core courses. 
3. Passing grade on the comprehensive examination. 
4. Completion of liberal art and science prerequisites.
5. Completion of all required Educational Law Seminars.
6. All course work taken in satisfaction of the degree requirements must have been completed within a five-year period.

Teacher Certification Requirements

Upon successfully completing a Hofstra state-approved teacher education program, students are eligible for the University’s recommendation for New York state certification. A request for recommendation must be submitted to the School of Education Dean’s Office during the semester in which the student is graduating. There will be opportunities to attend a certification workshop during the student’s final semester to receive all the necessary information regarding applying for certification. Individuals who apply directly to New York state for certification are responsible for learning about and satisfying the certification requirements set by the state. It should be noted that such requirements may differ from those in Hofstra’s registered programs.

All prospective early childhood (birth-grade 2), childhood (grades 1-6), adolescent (grades 7-12) and special subject, students with disabilities, gifted, TESOL, bilingual, literacy, speech and language disabilities teachers, as well as school leadership candidates, are required to pass the New York State Certification Examinations (NYSTCE) administered by National Evaluation Systems, Inc., including the Educating All Students Test (EAS) and, Content Specialty Test(s) (CST). Prospective School Leaders will be required to take the appropriate leadership exams. For more information regarding state testing, please contact the School of Education Dean’s Office or visit www.nystce.nesinc.com.

In addition to fulfilling the required courses of study, the Commissioner’s Regulations mandate that all prospective teachers, pupil personnel, and education leaders receive instructions regarding:

1. Identification of Child Abuse and Maltreatment
2. Fire and Arson Prevention
3. School Violence Prevention and Intervention
4. Prevention of Alcohol, Tobacco, and Drug Abuse
5. Highway and School Safety/Prevention of Child Abduction
6. Training in Harassment, Bullying and Discrimination Prevention and Intervention is required under the Dignity for All Students Act (DASA)

New York state legislation also requires all persons seeking certification in special education, speech and language disabilities, or school administrators working in special education to have training in the area of children with autism.

Hofstra University offers the above-listed educational law seminars through the School of Education Dean’s Office. All of these seminars must be completed before the conferral of the degree and recommendation for certification.

Fingerprinting
Chapter 180 of the Laws of 2000, the Schools Against Violence in Education (SAVE), requires that applicants for teaching and administrative and pupil services personnel certification and prospective employees of covered schools (school districts, charter schools and BOCES) must undergo fingerprint supported criminal history background check. However, many school districts and institutions across the metropolitan New York area now require that all student teachers, observers, interns, or externs receive fingerprint clearance before being placed in educational settings that are required for this degree program. Therefore, we recommend you apply for fingerprint clearance upon acceptance to the program. Fingerprint clearance is also required for New York state certification. For information on how to register to be fingerprinted, visit http://www.hofstra.edu/Academics/colleges/soeahs/CESS/cess_requirements_fingerprints.html.