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 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.
2. A completed application form for the master’s program
3. A minimum cumulative GPA of 3.0, or its equivalent (e.g., a 3.0 in a completed graduate program). We encourage you to submit all transcripts from your undergraduate work and any graduate work for consideration.
4. Completion of General Education Core prerequisites for teacher education programs (see below).
5. Three letters of recommendation addressing the applicant’s potential to succeed in the teaching of students with disabilities.
6. A written personal statement of professional intent.
7. Interview with a faculty member in Special Education.

* 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: 49

A maximum of 12 s.h. of graduate coursework leading to the master of science in education degree may be completed prior to matriculation in the program.

The graduate director will review the academic standing of all graduate students at the end of each semester.  A student must maintain a 3.0 average to be considered in good standing.  Students who do not maintain a 3.0 average will be placed on academic probation.  Students who earn more than one C-, C, or C+ per semester, accumulate more than two C-, C, or C+ grades in their graduate coursework, or receive a D or an F in any course will be dismissed from the program.  In addition to the required GPA, students must demonstrate adequate competence and professionalism throughout all coursework and fieldwork.  If the director or program faculty determines that a student has failed to demonstrate this standard, they will be dismissed from the program.  Students may petition for readmission by following the School of Education Appeal policy.

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.

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

• 15 clock hours in Grades 1-3

• ELED 205 - Language in the Curriculum Semester Hours: 3

• 15 clock hours in Grades 4-6

• ELED 206 - Social Studies in the Curriculum Semester Hours: 3

• 15 clock hours in Grades 5-6

• ELED 208 - Interdisciplinary Perspectives on Teaching Mathematics and Science in Early Childhood and Elementary Curriculum Semester Hours: 3

• 15 clock hours in Grades 1-6

• SPED 201 - The Exceptional Child Semester Hours: 3

• 20 clock hours in high-needs district

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

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

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

• 10 clock hours in Grades 1-6

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

• 10 clock hours in Special K-6 Programs

• SPED 242 - Psychoeducational Assessment in Special Education Semester Hours: 3

• 15 clock hours of individualized assessment with a student with special learning needs

• SPED 245 - Curriculum and Methods for Students With Diverse Learning Needs Semester Hours: 4

• 20 clock hours in Individualized Instruction

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

• 20 clock hours in Special K-6 Programs

• SPED 249 - Understanding Physical, Sensory and Health Disabilities Semester Hours: 3

• 15 clock hours in Grades 1-6

Student Teaching

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

1. Successful completion of 37 semester hours of core course work, including all courses from Phase I and II;
2. 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 and application to the Office of Field Placement and the Department of Specialized Programs in Education , are due on May 1 for the succeeding spring semester and February 15 for the succeeding fall semester. Application forms are available in Hagedorn Hall, Room 240.

Graduation Requirements

1. Completion of liberal art and science prerequisites.
2. Completion of 49 s.h. with no fewer than 40 s.h. in-residence.
3. A minimum grade point average of 3.0 in overall graduate course work and all special education core courses.
4. Passing grade on the comprehensive examination.
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.