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 liberal arts and sciences concentration.
2. A completed application form for the master’s program.
3. Completion of General Education Core prerequisites for teacher education programs (see below).
4. Completion of a minimum of 36 s.h. of course work in the content area in which certification is being sought.
5. 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.
6. Two letters of recommendation, of which at least one addresses the applicant’s potential to succeed in the teaching of students with disabilities.
7. A written personal statement of professional intent.
8. Interview with a faculty member in special education.

General Education Core Requirements

Students admitted to the Master of Science in Inclusive Secondary Special Education are expected to have completed undergraduate course work from each of the content areas below, and attain a minimum grade point average of 2.75 with no grades below a C.  All deficiencies must be completed as co-requisites prior to the conferral of the degree.

1. Math, 6 s.h.
2. Science, 6 s.h.
3. English language arts, 6 s.h.
4. Social studies, 6 s.h.
5. Language other than English  3 s.h.

Content Area Requirements

Students admitted to the M.S. in Education in Inclusive Secondary Special Education program are expected to possess an undergraduate major or equivalent commensurate with the content area requirements for which certification is sought. Students who do not meet the full admission requirements may be advised to complete prerequisite courses under a planned program before becoming matriculated. Students must be advised by the Advisement and Certification Office in conjunction with the appropriate program director in the Department of Curriculum and Teaching.

English: 36 s.h. (with a distribution of courses over the following content areas)

• Minimum of 3 s.h in English language, linguistics, or general language
• Minimum of 6 s.h. in American Literature
• Minimum of 6 s.h. in English Literature
• Minimum of 3 s.h. in World Literature

Mathematics: 36 s.h. (with a distribution of courses over the following content areas)

• Minimum of 6-8 s.h. Differential & Integral Calculus (Calculus I and II)
• Minimum of 3 s.h. Higher Algebra (Linear or Abstract)
• Minimum of 3 s.h. Higher Geometry (Euclidean, Non-Euclidean, Topology, or equivalent)
• Minimum of 3 s.h. Discrete or Finite Mathematics
• Minimum of 3 s.h. Applied Mathematics
• Minimum of 3 s.h. Probability/Statistics
• Minimum of 13-15 in mathematics-related coursework

Science Education: 30 s.h. in one content area for which certification is sought (below):

• Geology (Earth Science): Including coursework in historical and physical geology or equivalents
• Biology: Including coursework in general biology, genetics, comparative anatomy, general ecology, invertebrate zoology, and plant physiology or equivalents. Chemistry: Including inorganic chemistry, organic chemistry, quantitative analysis, and physical chemistry or equivalents
• Physics: Including general physics, electricity and magnetism, modem physics, optics, thermodynamics, mechanics, and quantum mechanics or equivalents.

Social Studies: 36 s.h.

• Minimum of 6 s.h. European History (Western Civilization)
• Minimum of 6 s.h. United States History
• Minimum of 3 s.h. in each of the following: Political Science, Economics, and Geography
• Minimum of 21 s.h. in additional course work that determines competency in Non-Western History, Anthropology, and Sociology

World Language: French, Spanish, German, and Russian: 36 s.h.

• The language requirements for those seeking certification in the areas listed above should possess an undergraduate major or equivalent study above level four in the respective language with studies in the following areas:
• Minimum of 6 s.h. Culture and Civilization
• Minimum of 3 s.h. Conversation
• Minimum of 3 s.h. Grammar
• Minimum of 3 s.h. Composition
• Minimum of 9 s.h. Literature
• Minimum of 12 s.h Electives in the target language

Program Requirements - Semester Hours: 47

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 Prior to Student Teaching

Prospective teachers in the Inclusive Secondary Special Education program complete a minimum of 150 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 are integrated extensively into course curricula. Placements are arranged by the Office of Field Placement and the Special Education Program Director.

• LYST 209 - Language, Culture and Identity: Literacy Issues for Adolescents and Young Adults Semester Hours: 3

• 10-hour field placement in varied settings, grades 7-12

• LYST 215A - Language and Literacy in Middle Childhood and Adolescence Semester Hours: 3

• 10-hour field placement in varied settings, grades 7-12

• LYST 217A - Reading and Writing With Adolescents: Pedagogical Practices Semester Hours: 3

• 10-hour field placement in varied settings, grades 7-12

• SED 264 - General Methods of Teaching Semester Hours: 3

• 20-hour field placement in high-needs district, grades 7-12

• SPED 201 - The Exceptional Child Semester Hours: 3

• Students will be required to complete 20 hours 20-hours of visitation to sites, including high-needs schools, grades 7-12

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

• 15-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 hours of individualized instruction with a student with special learning needs, grades 7-12

• SPED 264 - Inclusion in Today’s Schools Semester Hours: 3

• 20-hours of field visits are required, grades 7-12

• SPED 293 - Understanding Students With Learning, Cognitive, and/or Emotional/Behavioral Disabilities Semester Hours: 3

• 20-hour field placement in varied settings, grades 7-12.

• SPED 294 - Strategies for Teaching Children with Autism and Moderate Intellectual Disabilities, Grades 7-12 Semester Hours: 3

• 20-hour field placement in varied settings, grades 7-12.

• SED 290L - Internship in Secondary English Semester Hours: 1

• 50-hour field placement, grades 7-12

• SED 291L - Internship in Secondary World-Language Education Semester Hours: 1

• 50-hour field placement, grades 7-12

• SED 292L - Internship in Secondary Mathematics Semester Hours: 1

• 50-hour field placement, grades 7-12

• SED 293L - Internship in Secondary Science Semester Hours: 1

• 50-hour field placement, grades 7-12

• SED 294L - Internship in Secondary Social Studies Semester Hours: 1

• 50-hour field placement, grades 7-12

Student Teaching

Students will qualify for admission to Student Teaching, SPED 223G and 223S when they have satisfied the following requirements:

1. Successful completion of 41 s.h. of core course work, including all courses in Phase I, II, and III.
2. A grade point average of 3.0 or higher in overall graduate course work.
3. Completion of all content core

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 SWD liberal arts and sciences requirements with a minimum of 2.75. GPA.
2. Completion of content area requirements minimum 2.75 GPA
3. Completion of 49 semester hours with no fewer than 42 s.h. in-residence.
4. A minimum GPA of 3.0 in overall graduate course work and all special education core courses.
5. Passing grade on the comprehensive examination.
6. Completion of all required Educational Law Seminars.
7. All course work taken to satisfy 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.